Extend - Elida Local Schools

Transcription

Name
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1
Story Elements
The setting is where and when the story takes place. Think about the setting of
one of your favorite nature stories. Think about the details of the setting that you
remember the most.
Write a paragraph describing the setting of the story. Where does the story
take place? When does the story take place? How do the seasons of the
year affect the setting? Explain what you like most about the setting.
Include whether or not you would like to visit this place, and why.
McGraw-Hill School Division
Draw a picture showing you and a friend engaged in a fun activity in the
setting. Show your picture to classmates and compare your favorite
outdoor activities.
Book 4/Unit 1
The Lost Lake
At Home: Have students choose a favorite story and
discuss the illustrations that show things that are
unique to the settings.
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Vocabulary
brand-new
compass
darted
mug
muttered
talker
Suppose that you are on a hiking trip with a group of friends. You are keeping a
journal about your trip. Write three journal entries using some of the words in the
box. Use a separate piece of paper if you need more space.
Extend
3
Story Comprehension
Work with a partner. Choose one setting from “The Lost Lake.” Write a
short poem describing either Luke’s or his father’s feelings or reactions to
the setting.
2–3
At Home: Read a poem about nature. Discuss how the
poem reflects your feelings about nature.
Book 4/Unit 1
The Lost Lake
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4
Use Parts of a Book
Suppose you wanted to write a book about favorite vacation spots in your
state. There are several ways you could organize the information into
chapters. One way would be to have a chapter for each region in the state.
What are some other ways that the book could be organized?
Use one of the methods of organization to make a sample table of
contents. Include two or three subheadings in each chapter to identify
places, such as specific state parks. Will your book contain a glossary and
an index? If so, be sure to include them in your table of contents.
Vacation Fun in My State
Table of Contents
Now, on a separate piece of paper, design a title page for your book.
Book 4/Unit 1
The Lost Lake
At Home: Read through the table of contents of a book.
List other ways that the book could be organized.
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Story Elements
Characters are the people in a story. The characters in “The Lost Lake” are Luke
and his father.
Select a situation in the story in which one of the characters might have
acted differently. Write about how the story would be different because of
the character’s change. Would the outcome of the story change?
5
At Home: Have students choose a story and discuss
how the story would be affected if one of the
characters responded differently to a specific situation.
Book 4/Unit 1
The Lost Lake
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Make Inferences
An inference is a conclusion that you are able to draw after considering the facts
in a story and relating them to your personal experience.
Make inferences to answer the following questions.
1. In “The Lost Lake,” Luke’s father was not angry with him for cutting out the
magazine pictures. Why do you think that Luke’s father wasn’t angry?
2. Why do you think that Luke and his father did not talk much in the city?
3. Why is it important that Luke’s father had a compass when they went off the
trail?
4. Do you think that Luke’s father was happy at the end of the story? Explain.
5. Do you think that the camping trip brought Luke and his father closer
together? Explain.
6. Do you think that the camping trip was important to Luke? Why do you think
so?
Book 4/Unit 1
The Lost Lake
At Home: Have students make and exchange a list
of clues. Discuss what they are able to infer from
the clues.
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Multiple-Meaning Words
Multiple-meaning words are words that have more than one meaning even
though they are spelled the same way. For example, consider the word bear. It
can mean a large wild animal: The bear was eating berries in the woods. It can
also mean that you cannot put up with something: He could not bear to hear the
loud sirens.
Each of the words below are multiple-meaning words. Write two sentences
for each word to show different meanings for the word.
3. glasses
4. tire
5. lie
6. trail
7. dip
8. stick
1. bottle
2. cooler
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At Home: Ask the student to think of other multiplemeaning words. Discuss whether the use of the word as
a noun or as a verb changes the meaning of the word.
Book 4/Unit 1
The Lost Lake
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8
Problem and Solution
The main idea, or plan, of a story is called the plot. The plot may involve a
problem and solution. Solutions to the problem can be simple and predictable
or they can be more complicated and different from what you might expect.
Write a story about a problem that you were faced with and what the
solution was.
Book 4/Unit 1
Amelia’s Road
At Home: Have students retell the story they wrote
with two different solutions to the problem.
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9
Vocabulary
accidental
occasions
shortcut
labored
rhythms
shutters
Write three sentences using two of the vocabulary words in each sentence.
Extend
10
Story Comprehension
Amelia found a special place beneath the tree at the end of the accidental road.
She knew she would have to leave it soon. How did Amelia make herself feel
better about having to leave?
9–10
At Home: Look at a map of your state. Select several
destinations and determine how long it would take to
drive to each place.
Describe a place that is special to you.
Book 4/Unit 1
Amelia’s Road
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11
Use a Glossary
A glossary is like a small dictionary in the back of a book. It explains the
meaning of words or phrases used in the book. Glossary entries are
alphabetized, and sometimes give the page number where the words or
phrases can be found. A sentence from the book using the words or
phrases also appears. Use the sample glossary below to answer each of
the questions.
labor To work hard. Jasmine had to labor
for two hours on her science report.
la•bor (la b r) verb. (page 3)
e
labor union A group of workers organized
to improve wages and working conditions.
The labor union demanded better housing
conditions for the workers.
la•bor un•ion (la b r un y n) noun,
plural labor unions. (page 15)
e
e
landlord A person who owns and rents
out property. The landlord charges $500
per month for the house.
land•lord (land lôrd) noun, plural
landlords. (page 8)
language The words and grammar that
people often use to speak and write to
each other. Some of the migrant workers
speak the Spanish language.
lang•uage (lang gwij) noun, plural
languages. (page 12)
leaflet A sheet of paper giving information.
The volunteer handed a leaflet to the
worker.
leaf•let (lef lit) noun, plural
leaflets. (page 36)
long-term To do with a long period of time.
The plan was for long-term reform.
long•term (long tûrm) adjective. (page 48)
1. Where in the book would you find a reference to language?
2. If you wanted to add the word landscape to this glossary, between which two
words would you place it?
3. Which words shown are not listed as nouns?
4. What is a leaflet?
5. Which word or phrase refers to an organized group?
Book 4/Unit 1
Amelia’s Road
At Home: Find a glossary in the back of one of your
textbooks. Explain to someone at home how to use
the glossary.
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Most stories you read include a problem and solution. Some solutions
present themselves through a sequence of events. Sometimes the main
character solves the problem. Other times someone else solves the
problem. Think about the sequence of events that led to the solution of
Amelia’s problem in “Amelia’s Road.”
1. Describe the sequence of events that led Amelia to discover her road.
2. Amelia felt that she had found a home beneath the old tree. Was this a good
solution to her problem? Explain.
3. How did Amelia decide to make the place around the old tree her home?
4. Who solved Amelia’s problem in the story? Amelia
5. Do you think the solution to Amelia’s problem was a long-term solution for
her? Explain.
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At Home: Discuss problems faced by real people and
by fictional characters. Compare how different people
or characters solve similar problems.
Book 4/Unit 1
Amelia’s Road
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Make Inferences
An inference is a conclusion that you draw after considering all the facts
and relating them to your own experiences. Inferences can be important in
a story because they help you understand a character’s feelings,
motivation, and actions. Consider Amelia in “Amelia’s Road.” Then make
inferences to answer these questions.
1. Why do you think Amelia wanted to hurry home on the day she met her
teacher, Mrs. Ramos?
2. Do you think it bothered Amelia that her teacher did not bother to learn her
name last year? Tell why.
3. Why did the teacher this year give name tags?
4. Why did Amelia save her name tag?
5. Why did Amelia bury her treasure box near the old tree?
6. Do you think that Amelia will return to her road? Explain.
Book 4/Unit 1
Amelia’s Road
At Home: Have students make inferences about
what they will do at school the next day.
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Synonyms and Antonyms
Synonyms are words that have the same meaning. The words rapid and quick
are synonyms. Antonyms are words that have opposite meanings. The words
weak and strong are antonyms.
There are six pairs of synonyms in the box. Write the pairs of synonyms.
shack
teach
faithful
shanty
conquer
create
talk
instruct
make
win
chat
loyal
Each word in the first box below has an antonym in the second box. Write
each word and its antonym.
quiet
cautious
quick
noisy
shallow
bright
reckless
gradual
dull
deep
Write a short story using some of the pairs of synonyms and antonyms
from your lists. Use a separate piece of paper to write your story.
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At Home: Play a synonym/antonym game. Challenge
each other to think up a synonym or an antonym for a
given word.
Book 4/Unit 1
Amelia’s Road
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15
Story Elements
Suppose that you and your family are planning to move far away. Think
about a short story you would write about the move. The setting of your
story—where it takes place—should be your old home. Describe the
setting of your story below.
If you moved, who would you miss the most? Think about how you would
include that person as a character in your story. Describe the character
and what, in particular, you would miss about him or her.
Book 4/Unit 1
Sarah, Plain and Tall
At Home: Have students write a paragraph about
where they would like to live and why.
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Vocabulary
eerie
huddled
overalls
pesky
reins
squall
Suppose you were playing in a park far from your home when a storm
comes. Think about how you might feel. Use some of the words above to
write about what happened.
Extend
17
Story Comprehension
Review “Sarah Plain and Tall.” On the day Sarah drives to town, the other
characters go about their usual daily activities. What do the other
characters do while Sarah is gone?
16–17
At Home: Discuss how the daily activities of a
character from “Sarah, Plain and Tall” may be similar
to or different from your daily activities.
Book 4/Unit 1
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Use a Table of Contents and Headings
Here is the table of contents from a book that recounts the story of a
family’s move west and their adventures. The table of contents contains
chapter numbers, page numbers, and headings for chapter titles and titles
of sections within each chapter. Use the table of contents to answer the
questions below.
Table of Contents
Chapter 1 Preparations
The News . . . . . . . . . . . . . . .
Supplies . . . . . . . . . . . . . . . .
Good-byes . . . . . . . . . . . . . .
Chapter 2 The Journey
The Wagon Train . . . . . . . . .
Fording the River . . . . . . . . .
A Terrible Storm . . . . . . . . . .
Crossing Mountains . . . . . . .
3
8
15
21
36
42
50
1. What is the title of Chapter 2? What do you think the chapter is about? Tell
why.
2. On what page does Chapter 1 begin? How do you know?
3. How many section headings are there in Chapter 1?
3
4. Write sample table of content entries for chapter 3. Include in your entries the
chapter title and 3 subheads with page numbers.
Book 4/Unit 1
At Home: Look through several books at home.
Discuss why some of the books have table of
contents and some do not.
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Story Elements
Think about Anna and Caleb in “Sarah, Plain and Tall.” Both characters
are afraid that Sarah is not going to come back when she goes to town
alone. Why do you think they feel this way? How do Anna and Caleb feel
about Sarah and why? Write a paragraph describing your thoughts. Include
details to support your thoughts.
Why do you think Sarah wanted to go to town alone? Did you think that
she might not come back? Explain.
On a piece of paper, illustrate a scene from “Sarah, Plain and Tall.”
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At Home: Have students look through a book with
illustrations. Are the illustrations in color? Discuss
how the illustrations enhance the story.
Book 4/Unit 1
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Most problems have solutions. Often a problem can be solved more easily
by working with someone than by working alone. Write about a problem in
“Sarah, Plain and Tall” where the characters worked together to solve it.
Suppose your school needs some new art or sports supplies. Think of
ways to help your school. Would you try to solve the problem by yourself or
together with other people? Explain your decision.
Book 4/Unit 1
At Home: Have students talk about daily problems students
typically encounter. Discuss which problems are best solved
alone and which problems are better solved with others.
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Write your own synonyms for the words below.
happen
party
confident
hard
pursue
Write your own antonyms for the words below.
hard
clean
happy
gather
success
Begin a short story using at least three words from the first box of
synonyms. Write three sentences. Then rewrite the sentences using the
antonym of each word. How does your story change?
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At Home: Make a list of common synonyms and
antonyms.
Book 4/Unit 1
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Main Idea and Supporting Details
Are you good at a sport or other activity? Or have you ever had a fun
summer vacation? Choose one of these two topics. Write about the best
part of the activity or the vacation. Include at least three details to support
your description.
Suppose you wanted to illustrate the event you wrote about above with one
photograph or a drawing. What details would be important to include?
Describe the photo or drawing you would use.
Book 4/Unit 1
Seal Journey
At Home: Have students look through a photo album
or scrapbook. Discuss how the photos help to recall
special occasions.
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Vocabulary
assured
horizon
jagged
mature
nursery
squealed
Draw pictures to illustrate each of the words above. More than one word
can be illustrated in each picture. Include a label or caption with each
picture. Use a separate piece of paper if you need more space.
Extend
24
Story Comprehension
Write a brief book review of “Seal Journey.” What is the story about? Did
you like it enough to tell your friends to read it? In the first paragraph, tell
what “Seal Journey” is about. In the second paragraph, explain whether or
not you liked the story and why. Use another piece of paper if you need
more space.
23–24
At Home: Have students tell a story for each of their
vocabulary illustrations.
Book 4/Unit 1
Seal Journey
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Use an Index
An index appears at the back of a book. It lists topics that are mentioned in
the book. It is arranged in alphabetical order with the page numbers for
each topic. Use the index below to answer the questions.
P
penguin, 39
plankton, 46, 53
polar bear, 28, 51–53
polar region, 12, 20–24
prey, 15, 35, 43, 62
R
rain, 85, 89
ringed seal, 61–65
S
seal, 16–20, 31, 57
seashore, 83
seasons,
fall, 90, 95
spring, 72
summer, 85
winter, 60, 62
seaweed, 16
shark, 58–62
1. Why isn’t the letter Q included in the index?
2. Does the index contain more than one reference to prey? Explain.
3. On which page would you find information about seaweed?
4. Where would you look to find out what plankton is?
5. On which pages might you find information on a shark’s diet?
6. Where might you find a reference to spring or summer?
Book 4/Unit 1
Seal Journey
At Home: Look at the index at the back of a book.
Look up topics that interest you. Compare your
interests with those of a family member.
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Think about the details and facts that support the main idea of “Seal
Journey.” Write about three things that most impressed you in the story,
and tell why they impressed you.
Photographs have been important in making people aware of the cruelty
toward baby harp seals. Think of an endangered animal that you would like
to protect. State which animal you would protect. Tell why you would do
this, using supporting details and facts.
26
At Home: Discuss how photographs are important in
making people aware of wildlife and their habitats.
Book 4/Unit 1
Seal Journey
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Make Inferences
Use clues in “Seal Journey” to make inferences about the story.
1. Why is a helicopter the only way for Jonah and his father to reach the seal
colony?
2. What type of clothing do you think Jonah and his father wore?
3. What type of supplies do you think that Jonah and his father took along for the
day?
4. Why do you think that a mother seal’s milk is so rich?
5. Do you think that Jonah’s father ever held a baby seal, like his son did?
Explain.
Book 4/Unit 1
Seal Journey
At Home: Have students guess memorable activities
the family has participated in together by giving a
series of clues.
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Some words have more than one meaning. Write two short definitions for
each word below. Each definition should present a different meaning of the
word. You may use a dictionary.
seal
band
date
fair
fan
file
jam
lap
Suppose you are going to visit the seal colony. Use some of the words
above to write your thoughts about the visit.
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At Home: Look through a dictionary. Discuss how to
recognize a word with multiple meanings in the dictionary
and how to identify the most common usage of the word.
Book 4/Unit 1
Seal Journey
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The solutions to some problems seem obvious or logical. Other problems
may require more creative solutions. Consider each problem below. Write
what you think a good solution would be.
1. Jamie has a toothache. What should she do?
2. Carter’s shirt is torn. What should he do? Carter should sew the shirt.
3. Jamal is tired. What should he do? Jamal should rest.
4. Sheri is hungry. What should she do? Sheri should eat something.
5. Natalie’s dog is limping. What should she do?
6. Brandon is not very good at soccer. What should he do?
Book 4/Unit 1
Open Wide, Don’t Bite!
At Home: Have students think about and discuss
creative solutions to problems that their family has
made.
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Vocabulary
broad
fangs
patients
healthy
reptiles
skills
Write a short story using each of the vocabulary words.
Extend
31
Story Comprehension
Dr. Kertesz has both human patients and animal patients. How do you
think the problems of his human patients and animal patients are alike?
How do you think they are different?
30–31
At Home: Have students discuss how they take care of
their teeth and why it’s important.
Book 4/Unit 1
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Use Headings, Captions, and Sidebars
Headings, captions, and sidebars all organize information so that it is easier to
read.
What Did Dinosaurs Eat?
Scientists can tell what foods
dinosaurs ate by studying fossil
remains of their teeth. Some
dinosaurs were plant-eaters.
Others ate meat.
Duckbilled dinosaurs had
hundreds of teeth. These
teeth pressed together to
form a plate. Duckbills
ground their food between
these plates.
The tyrannosaurus rex had six-inch teeth
with saw-like edges to tear into meat.
Use the page information above to answer the questions.
1. What is the heading on this page?
2. What does the caption tell you?
3. What might be a good heading for the sidebar?
4. Draw a picture of your favorite kind of dinosaur and write a caption for it.
Book 4/Unit 1
At Home: Have students create a sidebar to go with
their dinosaur picture.
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Think about “Open Wide, Don’t Bite!” to answer the questions below.
1. What is unusual about the work that Dr. Kertesz does?
2. Where does Dr. Kertesz practice?
3. What are some of the animals that Dr. Kertesz has treated?
4. How is Dr. Kertesz able to treat wild animals?
5. Why do you think the article focuses on Dr. Kertesz?
6. Which supporting detail did you find most interesting in the article?
Dr. Kertesz has an unusual weekend job. Think about an unusual job that
you would like to do. Write a description of your typical day. Before you
write, think about your main idea and the kinds of supporting details you
will use.
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At Home: Have students discuss the jobs of different
people they know. Talk about whether or not their
jobs directly affect you.
Book 4/Unit 1
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round
sharp
run
store
pack
rule
Each word above has multiple meanings. Write the word that fits the
definitions below.
1. a group of something, such as animals; to put objects in a box
2. to move quickly; to be in charge of something
3. a place where things are sold; to put things away until needed
4. having a curved surface; a single outburst
5. a statement or law; to govern, usually a country
6. sudden and dramatic; having a point or edge that cuts
Write a paragraph about taking care of a pet—your own pet or someone
else’s. Include some of the words from the box above. Repeat the words in
your writing by using their different meanings.
Book 4/Unit 1
At Home: Make up a short list of multiple-meaning
words. Alternate using the words with each of their
meanings to tell a story.
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Unscramble each word. Then find its synonym in the box below. On each
line, write the unscrambled word and its synonym.
forecast
goal
dwelling
request
1. ima
4. kas
2. tavs
5. denm
3. terpdic
6. uhoes
immense
repair
Unscramble the words. Find the antonym for each word in the box below.
On each line write the unscrambled word and its antonym.
imaginary
sharp
rough
1. wfe
4. tofs
2. lare
5. rwog
many
shrink
3. ldlu
Choose two words and their antonyms from above. Write a synonym for
each word and its antonym.
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At Home: Have students make a list of words that
have both a synonym and an antonym.
Book 4/Unit 1
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36
Unit 1 Vocabulary Review
darted
pesky
horizon
muttered
eerie
squealed
occasions
squall
healthy
rhythms
huddled
broad
Descriptive words are important in creating a mood, such as anger,
sadness, or happiness. Use at least six of the words in the box to write a
paragraph with a specific mood.
Draw an illustration for your paragraph.
Book 4/Unit 1
At Home: Have students talk about specific words
that create strong impressions. Have them write
sentences that use the words.
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Use the meanings below to help you unscramble each vocabulary word.
Meaning
Scrambled
1. unexpectedly
dicataclen
2. an instrument for finding
directions
smopcsa
3. straps attached to a bridle to
control a horse
sirne
4. a place where babies are
looked after
reyruns
5. adult or fully grown
teamru
6. abilities to do things well
liksls
Unscrambled
Draw a picture to illustrate each word below.
fangs
shutters
jagged
overalls
mug
reptiles
37
At Home: Have students write a word on one side of
an index card and its definition on the other side. Quiz
students using the cards.
Book 4/Unit 1
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38
Make Predictions
A prediction is a guess about something that will happen in the future.
Use the information in the paragraph below to make predictions about how
the students will do on their spelling test Friday.
Carlos reviewed the spelling words every night. Taylor, Natalie,
and Julia formed a study group to quiz each other on the words.
Jonathan looked over the spelling list on Monday. Chris played video
games instead of studying.
Predict who you think will do well on the spelling test.
Predict who you think will not do well on the spelling test.
Predict what you will do to earn a living when you are an adult. Explain how you
made your prediction.
Book 4/Unit 2
Justin and the Best
Biscuits in the World
At Home: Have students make predictions about
every day events and how they affect their actions
and/or decisions.
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Vocabulary
festival
lingered
guilt
pranced
inspecting
resounded
Make your own crossword puzzle using the vocabulary words above.
Remember to start with Across clues and then give the Down clues. Then
draw numbered boxes for the answers. Exchange your puzzle with a
partner’s puzzle and try to solve it.
Across
Down
Extend
40
Review “Justin and the Best Biscuits in the World.” Predict what kind of a
grandfather you think that Justin will be. Tell how you used the story to
help you make your prediction.
39–40
At Home: Have students discuss what they think the
good and the more difficult aspects of a cowboy’s life
would be.
Book 4/Unit 2
Justin and the Best
Story Comprehension
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41
Use a Dictionary
If you do not know what a word means, you can use a dictionary to find its
definition. You can also use a dictionary to check the spelling of a word, to
find out what part of speech it is, how many syllables the word has, and
how to pronounce it. The dictionary entry may include a sentence that
shows how to use the word or it may tell something about the history of the
word. Use the dictionary excerpt below to answer the questions.
ro•dent (ro d nt) noun a mammal with large front teeth used for gnawing.
Rats and squirrels are rodents.
e
ro•de•o (ro de o) noun 1. a contest that includes riding broncos and bulls
and catching cattle with lassos. Many cowhands took part in the rodeo. 2. a
cattle roundup. [Rodeo was first used to mean rounding up and counting
cattle. From Spanish, rodear, to surround.]
roe (ro) noun the eggs of a fish. Certain kinds of fish roe are eaten as a
delicacy.
1. What part of speech is rodent? noun
2. How many syllables are in each word?
3. How many meanings are shown for rodeo? Which one is currently used
the most? Explain.
4. What is the meaning of roe?
5. What does the definition of rodeo tell about the history of the word?
Book 4/Unit 2
Justin and the Best
At Home: Look though a dictionary at home. Discuss
common abbreviations used in the dictionary.
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42
Make Predictions
Look back at “Justin and the Best Biscuits in the World” to help you answer
the questions.
The first morning that Justin was at his grandfather’s ranch he
did not help prepare breakfast, wash the dishes, or sweep the floor.
He also did not have his bed made when his grandfather came into
his room.
1. Predict what you think Justin will do on the second morning of his visit.
Explain.
Justin did not like to help with household chores at home. He
considered them women’s work.
2. What do you predict Justin will do about household chores when he returns
home? Explain.
42
At Home: Have students discuss a favorite story in
which they were able to predict the outcome. What
clues led to their prediction?
Book 4/Unit 2
Justin and the Best
Name
Date
Extend
43
Form Generalizations
Think about “Justin and the Best Biscuits in the World.” When Justin’s
grandfather showed him how to fold his shirt, Justin was willing to try it on his
own. When his grandfather told him to try to make his bed, Justin did so and
found that it was not very hard to do.
Do you think that Justin would have responded with the same willingness
to similar suggestions from his mother at home? You can use the story to
help you form a generalization, or a general conclusion, about how Justin
might have responded to his mother.
Grandpa told Justin about many African American cowboys. Use the story to
form a generalization about the lives of African American cowboys.
Book 4/Unit 2
Justin and the Best
At Home: Have students make generalizations
about what their life will be like years from now.
43
Name
Date
Extend
44
Context Clues
cinch
bale
saddlebags
hitched
broncobuster
branded
Sometimes you can figure out the meaning of a word from its setting and the way
it is used in a sentence. The words above are usually used in a western or ranchrelated context.
Read each sentence in the box. Use the context clues in them to help you
match the words with their meaning’s below.
He pulled on the leather strap to cinch the saddle.
The bales of hay were stacked on the truck.
They hitched the horses to a post while they had lunch.
They branded the calves with the symbol of the ranch.
The cowboy put his rain gear and a map in the saddlebags.
The wild mustang was calmed by the broncobuster.
1. marked to indicate identity or ownership branded
2. large bundles tied tightly together bales
3. fastened with a rope hitched
4. a cowboy who tames wild horses broncobuster
6. Pouches, usually of leather, hung across a saddle
Use another sheet of paper to draw a picture that illustrates some of the
words above.
44
At Home: What words do you associate with the
American West? Discuss the reasons why.
Book 4/Unit 2
Justin and the Best
5. to tighten a saddle girth cinch
Name
Date
Extend
45
Sequence of Events
Think about a typical day at school. Do you usually have the same subject
at the same time each day? Are recesses and lunch at the same time?
Outline a typical day at school. Write each event in the order in which it
occurs during the day. Compare the sequence of events in your school
day with those of classmates. Discuss any differences.
Book 4/Unit 2
Just a Dream
At Home: Compare and contrast the sequence of
events on a weekday with the sequence of events
on a Saturday.
45
Name
Date
Extend
46
Vocabulary
bulging
haze
crumpled
shrieking
foul
waddled
Make a comic strip in the boxes below. Use the vocabulary words in
speech bubbles or in captions in the comic strip.
Extend
47
Story Comprehension
In “Just a Dream,” Walter’s dreams highlight environmental problems.
Select two of Walter’s dreams that affected you the most. Explain why.
46–47
At Home: Have students write about ways they can
help the environment.
Book 4/Unit 2
Just a Dream
Name
Date
Extend
48
Use a Thesaurus
A thesaurus is a list of synonyms, or words that have the same or nearly the
same meaning. It is usually arranged with words in alphabetical order. Use the
thesaurus excerpt below to answer the questions.
event noun 1. incident, occasion, affair. 2. outcome, result.
eventful adjective 1. busy. 2. significant, important.
eventually adverb finally, at last.
ever adverb 1. always, forever. 2. continuously, constantly.
everyone pronoun everybody, all.
1. A thesaurus usually tells what part of speech each entry is. Which words
above are adjectives? adverbs? adjectives— eventful; adverb— ever,
2. Write a sentence using an adjective and a sentence using an adverb.
3. There are two listings for event. Why?
4. Write a sentence using a synonym for event. Answers will vary.
5. What are two synonyms for everyone?
6. Write a short 4-line poem using both synonyms.
Book 4/Unit 2
Just a Dream
At Home: Have students write a thesaurus entry for a word of their
choice.
48
Name
Date
Extend
49
Sequence of Events
The sequence of events in a story refers to the order in which the events
occurred. Think about the sequence of events in “Just a Dream,” and
answer the questions.
1. At the beginning of the story Walter litters on his way home from school.
What did this tell you about Walter?
2. Why do you think Walter’s dream had so many parts?
3. What types of pollution does Walter dream about?
4. How did the illustrations make Walter’s dream seem more real to you?
Explain.
5. At the beginning of the story Walter thinks that Rose’s tree is a silly birthday
present. By the end of the story, Walter has changed his mind. When do you
6. How do you feel about Walter’s dreams? How do they make you feel about
the environment?
49
At Home: Have students design a poster showing the
sequence of events leading to the pollution of a park.
Book 4/Unit 2
Just a Dream
think Walter asked for his tree?
Name
Date
Extend
50
To form a generalization means to think about something in a general
way. Form generalizations about “Just a Dream” to answer the questions
below.
1. Using Walter’s first dream, what generalization can you form about littering?
2. What can you say about most people who like to plant trees?
3. After reading the story, what generalization can you form about pollution?
4. How do you think most people will feel after reading “Just a Dream”?
5. Why do you think the author of “Just a Dream” used dreams to make
his points?
Book 4/Unit 2
Just a Dream
At Home: What would you do if clean water did not come
out of your faucet at home? Form a generalization about
what you would do and how it might affect your life.
50
Name
Extend
Date
51
Compound Words
A compound word is a word that is formed by putting two other words together.
For example, the word everyone is made up of the words every and one.
Use the words below to write as many compound words as you can on the
lines.
birth
air
bed
be
high
side
time
where
plane
day
light
every
Use some of the compound words that you made to write a story about the
future.
51
At Home: Play a compound word game. Have students think of a compound
word. Tell a partner half of the word and give clues as needed. How many
clues does it take before your partner guesses the word?
Book 4/Unit 2
Just a Dream
Name
Date
Extend
52
Cause and Effect
In a story a particular action, or cause, can lead to a result, or effect. Think
about “Leah’s Pony.” Write a short paragraph discussing an example of
cause and effect. You can look back at the story for help.
Cause and effect can be used to describe a scientific experiment. Think of
a simple experiment you have performed in class or at home. Use cause
and effect to write about the experiment.
Book 4/Unit 2
Leah’s Pony
At Home: Have students tell about how something
that happened at school had an effect on their mood.
52
Name
Date
Extend
53
Vocabulary
bidding
glistened
clustered
overflowing
county
sturdy
Suppose that you are at an auction and overhear a conversation between
two people discussing the auction. Write the dialogue between the two
people below. Remember to include quotation marks and identify each
speaker. Use as many of the vocabulary words from the box as you can.
Extend
54
Story Comprehension
In “Leah’s Pony,” Leah’s parents sell many things even before they have
the auction. Why do you think that they never ask Leah to sell her pony?
53–54
At Home: Discuss how unpredictable the weather can
be and the long-term effects of different weather
conditions.
Book 4/Unit 2
Leah’s Pony
Name
Date
Extend
55
Choose Reference Sources
When you want to find information about something, you can check a reference
source. The type of reference source you use depends on the information that
you need.
Use the descriptions of the reference sources below to answer the
questions.
Almanac: Up to date information about people, places, and events.
Atlas: a book of maps.
Dictionary: word spellings, meanings, pronunciations, and parts of speech.
Encyclopedia: a book that has detailed information on a wide variety of
subjects.
Thesaurus: a book of synonyms.
1. Suppose you wanted to locate a town in northwestern Kansas. Which
reference book would you check?
atlas
2. In which reference book could you find information on the origins of ponies
in America?
3. In which reference book(s) could you check the spelling of the word
auctioneer ?
4. In which reference book would you find the population of Kansas?
almanac
Book 4/Unit 2
Leah’s Pony
At Home: Have students list the types of reference
books they would use for variety of research needs.
55
Name
Date
Extend
56
Cause and Effect
Cause and effect can be used to describe several different situations in
“Leah’s Pony.” Think about cause and effect to answer the questions
below.
1. How does the weather make it possible for Leah to get a pony?
2. How is the weather a cause of the auction?
3. What does Leah do when she learns about the auction, and why?
4. What is the effect of Leah’s bidding at the auction?
5. What caused the neighbors to make low bids at the auction?
6. Do you think that Leah intended for the neighbors to bid low prices at the
auction? Explain.
56
At Home: Have students recall experiences when their
family or school plans were changed because of a
cause, such as bad weather.
Book 4/Unit 2
Leah’s Pony
Name
Date
Extend
57
Sequence of Events
Think about the sequence of events in “Leah’s Pony.” Were you surprised
when Leah sold her pony? Write a paragraph describing the sequence of
events that made Leah decide to sell her pony.
Leah’s bid at the auction changed the entire course of the auction. Explain
how you know this is true.
Book 4/Unit 2
Leah’s Pony
At Home: Discuss situations in which your own
actions have been influenced by another person’s
actions.
57
Name
Date
Extend
58
Context Clues
Words work together to give meaning to a sentence. If you look closely at how
words are used, you can often figure out the meaning of a word from clues in the
sentence. These clues are called context clues.
All the words below can be used in a country or farm-related context. Use as
many of the words as you can to write a short story about what you think a typical
day on a farm would be like. Use context clues in your writing.
cornfields
cultivate
whinny
tractor
pasture
coop
fertilize
gullies
drooping
county
flock
galloped
Write a title for your story. Try to include a context clue in your title.
58
At Home: Have students explain the context clues in the
story they wrote.
Book 4/Unit 2
Leah’s Pony
Name
Date
Extend
59
Make Predictions
Suppose that you and your classmates are getting together to play a
game. Two classmates are the captains for the two teams. Predict how
you would feel if you were the last one picked for either team. Explain why.
Now suppose that you are the captain of one of the teams. Write a
paragraph describing how you would pick the members of your team.
Predict how your team would do with those members on it.
Book 4/Unit 2
Baseball Saved Us
At Home: Have students write a paragraph in which
they predict whether they will become a better
athlete, writer, or student.
59
Name
Date
Extend
60
Vocabulary
crate
glinting
ditches
inning
endless
mound
Suppose that you want to recruit some of your friends to play baseball.
Write an advertisement that will attract their attention and make them want
to play on your team. Use as many of the vocabulary words from the box
as you can.
Extend
61
Story Comprehension
Why did the boy eat lunch alone when he went back to school? Predict
how you would feel in a similar situation.
At Home: Discuss the meaning of the word prejudice.
60–61
Book 4/Unit 2
Baseball Saved Us
When the boy in “Baseball Saved Us” returned home, most of his friends
from camp went to other places. Tell why.
Name
Date
Extend
62
Use an Encyclopedia
Encyclopedias are usually a set of books with detailed information on a wide
variety of subjects. The books, or volumes, are arranged alphabetically by
subject and usually have an index in a separate volume.
Use the sample set of encyclopedias to answer these questions.
1. In which volumes would you look to find out about Pearl Harbor, Hawaii,
during World War II? volume 9–H; volume 15–P; volume 21–W–Z
2. During World War II, Franklin Delano Roosevelt was President of the United
States. In which volumes might you find a picture of Roosevelt? volume
3. Suppose you wanted to find out who the Allies were during World War II. In
which volume would you look? What entry would you look up?
4. Suppose you wanted to find out the history of the Little League. In which
volume would you look?
5. Suppose you wanted to research something, but weren’t sure in which
encyclopedia volume to look? Where could you begin your research?
Book 4/Unit 2
Baseball Saved Us
At Home: Have students discuss when they would
choose to use an encyclopedia rather than a
dictionary, thesaurus, or atlas.
62
Name
Date
Extend
63
Make Predictions
In “Baseball Saved Us,” the boy made a home run after seeing the sun
glinting off the guard’s glasses. In the game back home, do you think the
sun glinting off glasses helped him focus? Do you think the boy made a
home run at the end of the story? Do you think that the glint of the sun on
glasses will inspire the boy during other times? How do you think that the
children at his school will treat the boy after the baseball game described
at the end of the story? Write a paragraph explaining your predictions.
Include reasons.
63
At Home: Have students predict whether they will reach a goal
important to them, then discuss things that might help them focus on
a goal and avoid distractions that might interfere with achieving it.
Book 4/Unit 2
Baseball Saved Us
Name
Date
Extend
64
In “Baseball Saved Us,” some people formed a generalization about
Japanese Americans. Tell what the generalization was and why you think
people formed it.
Form a generalization about why the boy’s father decided it was important
to have a baseball field at the camp.
Why was baseball so important to the boy after he returned home?
Book 4/Unit 2
Baseball Saved Us
At Home: Have students write a paragraph with
generalizations on things to remember in order to.
64
Name
Extend
Date
65
Compound Words
Baseball is a compound word. It is made up of the words base and ball.
Use the words below to make as many compound words as you can. Write
them on the lines.
any
guard
field
park
end
thing
body
out
no
in
day
ball
time
less
house
fit
Suppose that you are a sportscaster for a radio show. You’re going to
interview a famous baseball player. Use some of the compound words you
made above to write questions to ask the player.
65
At Home: Have students list five compound words
from a newspaper, magazine, or story.
Book 4/Unit 2
Baseball Saved Us
Name
Date
Extend
66
Cause and Effect
Have you ever read a story or watched a movie that was set in another time and
place? What things about the characters seemed different to you? Think about
cause and effect to help you write a description of the different ways of the
characters. Tell why you think the characters dressed, acted, or behaved
differently.
Book 4/Unit 2
Will Her Native
Language Disappear?
At Home: Talk with an adult family member about how
he or she decided what to do to earn a living.
66
Name
Date
Extend
67
Vocabulary
communicate
backgrounds
extinct
generations
native
century
Language allows us to communicate. Use the vocabulary words to write a
paragraph about how you think language and communication might
change in the next century.
Extend
68
Story Comprehension
What are some of the reasons a language may become endangered?
Refer to “Will Her Native Language Disappear?” to help you answer.
67–68
At Home: Discuss why it is important to preserve
cultures.
Book 4/Unit 2
Will Her Native
Language Disappear?
Name
Date
Extend
69
Conduct an Interview
In an interview usually one person asks another person questions to gain
information. To conduct a good interview, it is important to plan carefully before
you begin. It’s also important to be polite and listen carefully during the interview.
Taking notes during it will help you organize what you learn from the interview.
Work with a partner. Suppose you were a talk show host who wanted to do
a profile, or a short biography, of a guest. What would you want to know?
Write a list of questions on an index card. Then interview your partner in
the role of guest. Take notes on a separate sheet of paper. Use the notes
to write a paragraph telling what you found out about your guest.
Questions:
Paragraph:
Book 4/Unit 2
Will Her Native
Language Disappear?
At Home: Have students listen to an interview.
Discuss whether or not the interview was a
success.
69
Name
Date
Extend
70
When you form generalizations, you use information in the text to help you
make general conclusions about what you read.
Look back at “Will Her Native Language Disappear?” to help you answer
the questions. Why does the Endangered Language Fund print books and
make recordings of endangered languages? Explain how their work is
important.
Why do you think some young people might not want to speak the
language of their older relatives?
Why do you think that it is important to save endangered languages?
70
At Home: Have students write about a story told to them
by an older friend or family member.
Book 4/Unit 2
Will Her Native
Language Disappear?
Name
Extend
Date
71
Compound Words
arrowhead
campfire
spaceship
racetrack
downpour
upstairs
wildlife
starfish
sagebrush
lighthouse
Each of the words above is a compound word. Write the two words that
make up each word on the lines.
Use picture writing to show the compound words. Make up your own word
signs for each compound word in the space below. Be sure to label the
word signs with the corresponding words.
Book 4/Unit 2
Will Her Native
Language Disappear?
At Home: Have students write and speak the
Choctaw words in “Will Her Native Language
Disappear?”.
71
Name
Extend
Date
72
Context Clues
You can often figure out the meaning of a word from the way it is used in a
sentence.
ceremony
leather
pottery
lodge
weave
moccasin
harvest
canoe
hunt
legend
Use as many of the words in the table as you can to write a story. Include
context clues to help your readers understand the meanings of the words.
72
At Home: Have students read their story and point out
context clues they’ve used.
Book 4/Unit 2
Will Her Native
Language Disappear?
Name
Extend
Date
73
pranced
shrieking
overflowing
waddled
glistened
backgrounds
resounded
inning
endless
glinting
Use the words above to answer the questions.
1. Which words are compound words?
2. Which words describe a kind of walking or movement?
3. Which words refer to light on an object or surface?
4. Which words refer to noise or sound?
5. Which word describes a section of a baseball game?
Sometimes we associate pictures in our minds with words. For example,
you might think of a dog barking if you hear the word growl. Describe a
picture that you might associate with each word below.
6. waddled
7. pranced
8. shrieking
Book 4/Unit 2
At Home: Have students see how many ways they
can describe different movements and different
sounds.
73
Name
Date
Extend
74
bidding
crate
communicate
festival
bulging
guilt
sturdy
lingered
foul
crumpled
clustered
county
native
generations
mound
inspecting
extinct
century
haze
ditches
Use the words above to write a story in which you use the words in
alphabetical order. Have fun with your story. Use as many words as you
can. Continue your story on a separate piece of paper if necessary.
74
At Home: Work with students to write an alphabet
poem. Highlight a different letter in each line of
the poem.
Book 4/Unit 2
Name
Extend
Date
75
Make Judgments and Decisions
A statement in a conversation may be a judgment, or the speaker’s
opinion about something. Another statement may be a decision, or what
the speaker has decided to do. Read each statement below. Then write J if
it is a judgment, D if it is a decision, or N if it is neither a judgment nor a
decision.
1. The clothes in that store don’t look good on me.
2. I am going to go to another store.
J
D
3. I think this is the best looking sweater in the whole world.
4. I already have a blue sweater.
J
N
5. This sweater would look great in red.
6. I will buy this sweater for my cousin.
J
D
Write a statement that is a judgment about a store in which you have
shopped.
Write a statement that is a decision about shopping for something you
want to buy.
Book 4/Unit 3
The Hatmaker’s Sign
At Home: Identify statements made during family
conversations that are judgments or decisions.
75
Name
Date
Extend
76
Vocabulary
admitted
elegantly
brisk
strolling
displaying
wharf
Write a paragraph about going shopping, using as many vocabulary words
from the box as you can. Then erase those vocabulary words or cover
them with tape. Exchange paragraphs with a partner and fill in the blanks.
Extend
77
Story Comprehension
Suppose you were the first person to whom John Thompson showed his
idea for a sign. Make a judgment about how he could change his sign.
Then write what you would have told him to change. Explain why he should
make that change.
76 –77
At Home: Find an ad in a newspaper or magazine.
Discuss how it could be changed to be more
effective.
Book 4/Unit 3
Name
Extend
Date
78
Read Signs
Signs are a quick way to communicate information. Signs often use
symbols, simple drawings that stand for actions, objects, or directions.
Identify each sign and write its meaning on the line below
1.
2.
3.
4.
Create a sign that will tell people that no bears are allowed to cross the street.
Book 4/Unit 3
At Home: Have students record unusual signs that
they see in their neighborhoods.
78
Name
Date
Extend
79
In “The Hatmaker’s Sign,” you read the judgments that several people
made about John Thompson’s sign. You also read about John’s decisions
to change the sign after hearing the judgments.
Design a sign to hang on the wall over your bed. It should say something
about you. Include your first name, words or pictures that tell what you
want to say, and any other important details.
Show your design to three friends. Ask them if you should make any
changes to your sign. Have them explain. Record your friends’ judgments
below.
Friend 1
Friend 2
Friend 3
Now decide if you will change your sign and, if so, how. Explain your
decision below. Then make any changes to your sign.
79
At Home: Tell students to share their signs with family
members and discuss the various judgments.
Book 4/Unit 3
Name
Date
Extend
80
Summarize
When you don’t have the time to tell a whole story or have the space to
write it all down, you can tell or write a summary of the story. To
summarize a story, include the main idea of the story and the important
characters.
Write a summary of the story Benjamin Franklin told to Thomas Jefferson
in “The Hatmaker’s Sign.” Try not to use more than five sentences.
Book 4/Unit 3
At Home: Ask students to summarize a book or
story they have read recently to family members.
80
Name
Date
Extend
81
Suffixes
Word parts that are added to the end of words, such as -ed and -ing, are
called suffixes. The suffix -ful means “full of.” When you add -ful to a noun,
it forms an adjective. For example, wonderful is an adjective that means
“full of wonder.” Add -ful to each noun to create adjectives. Then write
sentences using the adjectives you created.
1. thought
useful
2. use
3. sorrow
sorrowful
4. help
helpful
5. care
careful
6. joy
7. hope
81
At Home: Direct students to create adjectives by
adding -ful to nouns and use the adjectives in
conversation.
Book 4/Unit 3
Name
Date
Extend
82
Fact and Opinion
Some sentences are facts. That is, you can check to prove that they are true.
Other sentences are opinions. They tell what a person feels or believes. You
cannot prove that an opinion is true or false.
Read the four sentences below. Choose the sentence that is a fact.
Explain your thinking.
1. Leonardo da Vinci is the greatest painter in history.
2. In addition to painting, Leonardo da Vinci drew plans for many inventions.
3. Leonardo da Vinci’s most beautiful painting is Mona Lisa.
4. Some of Leonardo da Vinci’s paintings have too many shadows.
Read the four sentences below. Choose the sentence that is an opinion.
5. Pottery is made by shaping and firing clay.
6. Pottery was first made in Egypt and the Near East.
7. The prettiest vases are made on a potter’s wheel.
8. Applying glaze is one way to decorate a piece of pottery.
Book 4/Unit 3
Pat Cummings: My Story
At Home: Tell students to identify statements made
during family conversations as facts or opinions.
82
Name
Date
Extend
83
Vocabulary
exist
loft
image
reference
inspire
sketch
1. Which three vocabulary words are you most likely to find in a story about
drawing?
2. List four other words you might expect to find in a story about drawing.
Extend
84
Story Comprehension
Pat Cummings’ interest in drawing began when she was a little girl. It
eventually became her career. Turn Pat’s story into a television interview.
Write a list of questions a reporter might ask her. Find sentences from the
story that answer the questions. Share your questions with the class. Take
turns being the reporter and giving the answers.
83 –84
At Home: Have students write about their interests and
what they’d like to do for work as an adult.
Book 4/Unit 3
Name
Extend
Date
85
Read a Flow Chart
The following lists the steps in a flow chart showing how to make a papiermâché animal step-by-step. The steps are not in the correct order. Write
the letter of each step in the appropriate box in the correct order.
A. Place the glue-soaked pieces of paper on the wire animal frame to create the
body of the animal.
B. When the paper and glue have dried on the wire frame, paint your animal.
C. Then tear old newspaper into strips.
D. Continue adding glue-soaked paper until the animal shape is completed. Let it
dry completely.
E. Moisten the paper strips a few at a time with wallpaper paste or glue.
F. Build a wire frame in the shape of an animal you’d like to create.
Flow Chart For Making a Papier Mâché Animal
F.
Book 4/Unit 3
C
A
E
D
B
At Home: Have students work with older family members to select a
task that the student would like to learn how to do. Together, they
should make a flow chart to help the student learn how to do that task.
85
Name
Date
Extend
86
Fact and Opinion
In “Pat Cummings: My Story,” the author describes an event in her childhood and
the work she does as an adult. She uses facts and opinions.
Write one or two paragraphs describing an event in your life or your
favorite thing to do. Include at least two sentences that are facts and two
sentences that are opinions. Underline each fact. Circle each opinion.
86
At Home: Have students read a newspaper article.
They should underline two facts and circle two
opinions in the article.
Book 4/Unit 3
Name
Date
Extend
87
Summarize
When you tell or write a summary of a person’s life, you include important
information about that person. You should include details that you think are
important and interesting to your audience.
On a book jacket or book cover, you can often find a summary of the author’s life.
Sometimes there is also a summary of the life of the illustrator or photographer.
These summaries include information that would be of interest to the person
buying the book or borrowing the book from the library.
Write a summary of Pat Cummings’ life that could be used on a book
jacket. Try not to use more than four sentences.
Book 4/Unit 3
At Home: Interview a family member about his or
her life. Write a summary of that person’s life.
87
Name
Date
Extend
88
Suffixes
The suffixes -ful and -ous both mean “full of.” Before you add -ful or -ous
to some nouns, you must change the ending of the nouns. Change each
base word as shown. The first one has been done for you. Then write
sentences using the words you created.
1. Desire – e ous desirous
In May I become desirous of summer vacation.
2. plenty – y i ful disastrous
3. disaster – e ous 4. color ful colorful
5. space – e i ous McGraw-Hill School Division
6. pity – y i ful 7. danger ous 88
At Home: List some other words that have the suffix -ful
or -ous. Identify the words in which the base word’s
spelling was changed before the suffix was added.
Book 4/Unit 3
Name
Extend
Date
89
Author’s Purpose and Point of View
Authors may have more than one purpose for writing a story. They may write to
persuade the reader or to affect how the reader thinks about something. Some
may write to describe something to the reader. Others write to inform, or present
factual information, or to entertain the reader. An author’s point of view is the
way he or she feels about the subject matter.
Think about the author’s purpose for writing each selection listed below.
Write P if the purpose is to persuade, D if it is to describe, I if it is to inform,
or E if it is to entertain. Remember, there may be more than one purpose.
1. directions for building a birdhouse
I
2. report about the destruction of rain forests
I
3. letter to a friend about a tour of Washington, D.C. D, E, I
4. adventure story E, I, D
5. letter to the editor of a newspaper
Write a sample sentence for each of the following. Be sure to show a point
of view.
6. advertisement for a new restaurant
7. political speech
8. newspaper article about a baseball game
Book 4/Unit 3
Grass Sandals
At Home: Have students look in a magazine to find an
example of a selection written for each purpose: to
persuade, to describe, to inform, and to entertain.
89
Name
Date
Extend
90
Vocabulary
chanted
restless
nipped
scribbled
pouch
stitching
Write a poem that includes at least three of the vocabulary words in the
box.
Extend
91
Story Comprehension
An author may write a selection to persuade, to describe, to inform, or to
entertain.
Why do you think Dawnine Spivak wrote “Grass Sandals”? Explain your
thinking.
What do you think Basho’s purpose was for writing haiku? Explain your
thinking.
90–91
At Home: Have students recall something beautiful
they have seen. Discuss how they could convey an
image of that thing to someone else.
Book 4/Unit 3
Grass Sandals
Name
Date
Extend
92
Use a Map
The map in “Grass Sandals” shows the names and locations of the places Basho
visited. It also has pictures of some things Basho saw on his journey.
Think about how you would show your neighborhood on a map. Which streets
you would show? Besides your home, what other places would you include?
Would you show only street and place names, or would you include some
pictures? How would you use color in your map? What kind of map key would
you use?
Make a map of your neighborhood. Share your map with classmates.
Book 4/Unit 3
Grass Sandals
At Home: Look at a map of your state. Locate a
place you would like to visit. Decide what route you
would follow to get from your home to that place.
92
Name
Date
Extend
93
The Japanese poet Basho wrote haiku. A haiku is a three-line poem having
exactly 17 syllables. The first and third lines each have five syllables. The second
line has seven syllables. The lines of a haiku do not rhyme. Look back at the
story for examples.
Choose a topic, write a haiku, and then illustrate it. Share your haiku with
classmates. Have them determine whether the purpose of your haiku is to
persuade, to describe, to inform, to entertain, or whether you have several
purposes.
93
At Home: Read several poems. Decide whether the
purpose of each is to persuade, to describe, to
inform, or to entertain.
Book 4/Unit 3
Grass Sandals
Name
Date
Extend
94
Think about “Grass Sandals.” Read each of the given judgments or
decisions that Basho may have made. Then fill in the blanks with the
missing judgments or decisions.
1. Judgment: This banana tree is the most interesting plant near my house.
Decision:
2. Judgment:
Decision: I’m going to walk across Japan.
3. Judgment: I imagine the ocean will feel different than hot springs and
streams.
Decision:
4. Judgment:
Decision: We will have a party and watch the moon.
5. Judgment: The smell of rain is wonderful.
Decision:
Book 4/Unit 3
Grass Sandals
At Home: Have students think about a time they felt the
need to do something interesting or different. Discuss what
they did, how effective it was, and what else they could do.
94
Name
Extend
Date
95
Context Clues
Context clues can help you figure out the meaning of unfamiliar words.
Context clues can be words or phrases in the same sentence or in nearby
sentences. Read the context clues in the sentences. Then choose a word
from the box to complete each sentence. Then use each word in a
sentence of your own.
ducked
crisscrossing
orchard
1. Basho rode across a field of
.
2. He tied his sandals on with strings that were
ankles.
3. Basho
water.
his
his body low to enter the cave behind the
4. Basho walked through a group of fruit trees. It was a cherry
5. The mirror image of the moon was
95
reflected
reflected
At Home: Have students read a story and identify any
unfamiliar words. Then, use words in the same or nearby
sentences to figure out the meaning of the words.
orchard
.
in their cups.
Book 4/Unit 3
Grass Sandals
clover
Name
Date
Extend
96
Fact and Opinion
Have you ever tried to persuade someone to change his or her mind about
something? If so, you probably began by stating your opinion. You may then
have offered facts to support your opinion. Facts can be checked to prove that
they are true.
Write a persuasive paragraph about your school. Start by stating your
opinion. Your opinion may be about something you like about your school
or something you think should be changed. Then support your opinion. Be
sure to include facts. Share your paragraph with classmates.
Book 4/Unit 3
A Place Called Freedom
At Home: Talk with students about effective ways to
be persuasive about matters that concern them.
96
Name
Date
Extend
97
Vocabulary
fretted
gourd
plantation
settlement
sunrise
weary
Suppose you and your family lived during the 1800s. You have just moved
from a town to an area where no one else has settled. Write a letter to your
best friend in the town, using as many of the vocabulary words as you can.
Extend
98
Story Comprehension
Put yourself in Joshua Starman’s place. You have settled your wife and children
in Indiana and returned to Tennessee to bring more family members to Indiana.
Think about what you would tell your family in Tennessee about the journey or
about life in Indiana.
97– 98
At Home: Make a list of facts and opinions about your
town.
Book 4/Unit 3
Name
Date
Extend
99
Read a Line Graph
A line graph shows change over a period of time. The line graph below shows
the number of states in the United States from 1780 to 2000.
Use the line graph to answer these questions.
1. How many states were in the United States in 1900?
2. During which 20-year period were the most states added to the United
States?
3. How did the number of states in the United States change from 1960 to 1980?
How do you know?
Write two questions that can be answered using the line graph. Exchange
questions with a classmate and answer the questions.
Question 1
Question 2
Book 4/Unit 3
At Home: Make a line graph of high temperatures.
Use an outdoor thermometer or the weather report
in the newspaper.
99
Name
Date
Extend 100
Fact and Opinion
When news reporters interview people, they ask two kinds of questions. One kind
of question can be answered by giving facts. Another kind of question can be
answered by giving opinions.
Work with a partner to conduct an interview of a character in “A Place
Called Freedom.” Choose a character. Have one person take the role of a
news reporter and the other person take the role of the character.
Together, write two fact questions and two opinion questions. Plan how the
character will answer the questions. Then present your interview to the
class.
Character
Fact Question 1
Answer
Fact Question 2
Answer
Opinion Question 1
Answer
Opinion Question 2
Answer
100
At Home: Interview a family member or a neighbor to
find out how they came to live in the town in which
you now live.
Book 4/Unit 3
Name
Date
Extend 101
Summarize
When you summarize a story, you retell the story in a few words. Newspapers
use headlines to catch the reader’s attention and to summarize the content of
articles in a few words.
Suppose you are a reporter writing a series of newspaper articles about
the Starman family’s travels and the settlement of Freedom. Write
headlines you could use for articles about the events from “A Place Called
Freedom” described below.
1. James and his family pack up for their journey. James’ father says they will
find their way to Indiana by “following the drinking gourd.”
2. The family was helped across the Ohio River by a fisherman they didn’t know.
Strangers eventually helped them settle on a farm.
3. The family settled into a cabin before winter. The children attended classes
taught by their mother, and enjoyed the food and clothing made by her.
4. During the winter Mr. Starman made several nighttime trips back to
Tennessee to pick up relatives and lead their way north.
5. Soon there were many people living in the area with many different trades.
Then a railroad was built to pass through their settlement.
6. James learns from both his mother and father and tries to decide who he
wants to be like when he grows up. Eventually he realizes he can be like them
both.
Book 4/Unit 3
At Home: Read the headlines of several newspaper
articles. Think about what information the articles may
contain. Then read the articles to check your thinking.
101
Name
Extend 102
Date
Context Clues
Context clues are words in a sentence or in nearby sentences that you
use to figure out the meaning of unfamiliar words. Use context clues to fill
in the blank in each sentence with one of these words from “A Place Called
Freedom.”
celebrated
runaways
glittery
sturdy
1. Look at how
them.
celebrated
loaned
the diamonds are when light shines on
2. My friend
the bookstore to buy my own.
3. We
gulp
wriggly
me a pencil until I had a chance to go to
my birthday by having a slumber party.
4. It was hard to hold the worm still enough to get it on the fishhook because it
was
.
5. Those children are
permission to be away from home.
because they did not have
6. I swallowed the rest of my sandwich in one big
.
7. Our
house remained standing even though a
tornado passed through our town.
8. Write a sentence using at least two of the unfamiliar words.
102
At Home: Have students write their own “fill in the
blank” sentences. Have family members use context
clues to guess the correct word to fill in the blank.
Book 4/Unit 3
Name
Date
Extend 103
When you read a story, you make judgments and decisions about the story’s
characters.
Suppose you had to make a decision about how you would earn a living as an
adult. What facts would you consider? Would you think about the kinds of jobs
people in your town have? Would you think about the kind of training you would
need? What opinions would you consider? Would you think about what you enjoy
doing most or what others think you do best?
Write a paragraph stating your decision. Explain why you made that
decision. Tell the facts and opinions you considered.
\
Book 4/Unit 3
Twisted Trails
At Home: Talk with an adult family member about how
he or she decided what to do to earn a living.
103
Name
Date
Extend 104
Vocabulary
challenge
entertaining
contained
mazes
combine
requires
Suppose a walk-through maze has been built in your town. Use as many
vocabulary words as you can to write a commercial advertising the maze.
Then present your commercial to your class. Use a separate sheet of
paper if you need more space.
Extend 105
Story Comprehension
“Twisted Trails” describes two mazes Adrian Fisher built in the shape of
objects—a car and a submarine. He chose objects that would be of particular
interest to the people living near the mazes.
Write a letter to Fisher suggesting a shape of maze he should create for
your community. Tell him what you would like him to include in the maze
based on what you know about his other mazes.
104–105
At Home: Find out what the mascot is for a local sports
team. Think about why that mascot may have been
chosen and whether it was a good choice.
Book 4/Unit 3
Twisted Trails
Name
Date
Extend 106
Read a Diagram
Suppose you are visiting a maze and have been given an old diagram of
the maze to help you find your way. Write a story about what happened as
you try to follow the diagram. Include an illustration of the diagram.
Book 4/Unit 3
Twisted Trails
At Home: Draw a diagram of a maze and have a
family member trace his or her path through the
maze with a pencil.
106
Name
Date
Extend 107
An author may write a selection to persuade a reader, or to affect how the reader
thinks about something. Author’s may also write to describe, to inform, and to
entertain the reader.
The author’s main purpose in writing “Twisted Trails” is to inform the reader
about Adrian Fisher and his mazes. Briefly describe a selection the author
could have written about Adrian Fisher and mazes if the purpose had been
to persuade, to describe, or to entertain.
1. If the purpose had been to persuade, the author could have written . . .
2. If the purpose had been to describe, the author could have written . . .
3. If the purpose had been to entertain, the author could have written . . .
Suppose you were a writer assigned to do interviews with people as they
exit one of Adrian Fisher’s mazes. State what your point of view would be
and list 2 questions you would ask in your interviews.
107
At Home: Choose an event that you or your family has
been involved in recently. Plan four ways to tell about
it: to inform, to persuade, to describe, and to entertain.
Book 4/Unit 3
Twisted Trails
Name
Extend 108
Date
Context Clues
Sometimes you can use context clues, words or phrases in the same or
nearby sentences, to help you figure out the meaning of words. Write the
group of words or sentence from “Twisted Trails” containing context clues
that would help a reader figure out the meaning of each of these words.
designs
maze
pathways
pleasure
forces
professional
1.
2.
3.
4.
5.
6.
Book 4/Unit 3
Twisted Trails
At Home: Write a sentence for a word containing
context clues that could be used to teach the
meaning of the word to a family member.
108
Name
Date
Extend 109
Suffixes
The suffixes -ful and -ous mean “full of.” Add the suffix -ful or -ous to each base
word to create a related adjective. Remember that the base word’s spelling may
change when adding a suffix.
fame
famous
care
watch
watchful
careful
caution
cautious
color
colorful
wonder
wonderful
envy
envious
courtesy
courteous
Write an adventure story. Using as many of the adjectives above as
possible.
109
At Home: Identify words with suffixes in a newspaper
or magazine article for a family member.
Book 4/Unit 3
Twisted Trails
Name
Date
Extend 110
Write a story using the vocabulary words below. Continue your story on a
separate piece of paper if necessary.
brisk
gourd
reference
combine
loft
restless
contained
mazes
sunrise
exist
nipped
wharf
admitted
fretted
pouch
Book 4/Unit 3
At Home: Design a word search using six different
words that have something in common. Have a
family member try to solve the word search.
110
Name
Extend 111
Date
Chose six of the words from the list below to make your own crossword
puzzle. Write brief definitions of the words you choose to fill in the Across
and Down columns. Remember to number the definitions appropriately.
Then use a separate sheet of paper to draw and number the boxes of the
puzzle to match your definitions. Exchange your puzzle with a partner’s
and try to solve it.
challenge
image
settlement
chanted
inspire
sketch
displaying
plantation
stitching
elegantly
requires
strolling
entertaining
scribbled
weary
Across
Down
111
At Home: Choose several words from the list above.
For each, provide clues to family members until they
are able to figure out the word.
Book 4/Unit 3
Name
Extend 112
Date
Compare and Contrast
When you compare two things, you tell how they are alike. When you contrast
two things, you tell how they are different.
Compare and contrast two different animals. Complete the table. Write the
name of each animal in the first row. Compare them by writing two ways in
which the animals are the same. Then contrast them by writing two ways in
which they are different.
Animals
Compare
1.
2.
1.
2.
Contrast
1.
1.
2.
2.
Use the information in your table to write a paragraph describing the two
animals. Write your paragraph on a separate piece of paper if you need
more space.
Book 4/Unit 4
Scruffy
At Home: Select two related household objects.
Compare and contrast the objects in as many ways
as you can.
112
Name
Date
Extend 113
Vocabulary
affection
climate
clinging
injury
methods
threat
Write a paragraph for a story about a dangerous situation. Include as many
vocabulary words as you can.
Extend 114
Story Comprehension
Scruffy’s job was to prepare the wolf pups to be adult members of the
pack. Think about how the life of an adult wolf compares to the life of a
pup. What was the most important thing for Scruffy to teach the pups?
113–114
At Home: Have students explain what they would tell a
younger student to prepare him or her for the fourth
grade.
Book 4/Unit 4
Scruffy
Name
Extend 115
Date
Read a Bar Graph
Bar graphs are used to display and compare data. The graph below shows the
number of endangered animal species, or kinds of animals, in the United States.
Endangered Animals in the United States, 1994
Mammals
55
Birds
76
Animal Group
Reptiles
14
Frogs, toads,
salamanders
7
Fish
68
Snails
15
Clams
51
Shellfish
14
Insects
20
Spiders, mites,
scorpions
5
0
10
20
30
40
50
60
70
80
Number of Species
1. How many kinds of snails are endangered? 15
2. Which group of animals includes almost 70 endangered species? fish
3. Which group of animals has the most endangered species? What do you think
the cause of this is?
Write two questions that can be answered by reading the bar graph.
Question 1:
Question 2:
Book 4/Unit 4
Scruffy
At Home: Make a bar graph that shows the numbers
and kind of animals you see each day for a week.
115
Name
Date
Extend 116
The author of “Scruffy” compares and contrasts the members of a wolf pack.
There is an alpha male, alpha female, or alpha pair. There are also dominant
wolves, lower-ranking wolves, and pups. Each type of pack member has certain
characteristics and roles within the pack.
Choose two members of your household to compare and contrast. Think
about their roles within your family and the characteristics that go with
them and write about them. Draw a picture on a separate piece of paper
that illustrates a comparison or a contrast. Write labels and a caption for
your picture.
At Home: Have students tell about the importance of
the roles people have in their families.
116
Book 4/Unit 4
Scruffy
Name
Date
Extend 117
Draw Conclusions
When you draw conclusions about something in a story, you make decisions
based on information given in the story and information from your own
experiences. The author of “Scruffy” wonders why Scruffy stayed with the pack.
Was it because he was the strongest pup or because he was the weakest pup?
Why do you think Scruffy stayed with the pack? Explain how you reached
your conclusion.
Book 4/Unit 4
Scruffy
At Home: Name one thing you can learn from each
member of your family or from your friends.
117
Name
Date
Extend 118
Prefixes
A prefix is a part added to the beginning of a word that changes the word’s
meaning. The prefix dis- means “not” or “the opposite of.” For example, the word
disappear means “the opposite of appear.” Use the prefix dis- and the verb or
adjective in each definition below to create a new word. Then write sentences
using the words you created.
1. not honest dishonest
2. opposite of like dislike
3. opposite of obey disobey
4. not similar dissimilar
5. opposite of agree
6. not loyal
Draw a cartoon in which a character is illustrating one of the words you
created.
118
At Home: Invent some new words by adding dis- to verbs
and adjectives. Use the new words in conversation.
Book 4/Unit 4
Scruffy
Name
Date
Extend 119
Distinguish Between Fact and Nonfact
A fact is a statement that can be checked to prove that it is true. A nonfact
is presented like a fact, but it cannot be proven true. That is because it
involves characters, places, or events that do not exist or information that
is not true. Read each statement below. Then write F if it is a fact or N if it
is a nonfact.
F
1. Squirrels hide nuts before winter begins.
N
2. Whenever space creatures bowl, you can hear thunder.
N
3. As soon as Molly left for school, her dolls began to play their favorite
game, which was hide-and-seek.
F
4. Thunder often occurs in storms when cooler air moves into warmer air.
The sentences below are the beginning of a paragraph. Write two different
endings to the paragraph—one that is fact, and one that is nonfact.
As soon as they finished breakfast, Dave and Ann ran to the pasture. All the
horses were gathered together under the trees.
Fact:
Nonfact:
Book 4/Unit 4
Gluskabe and the Snow Bird
At Home: Read a fairy tale, myth, or legend. Identify
some nonfacts and change them to present-day
facts.
119
Name
Date
Extend 120
Vocabulary
confusion
freeze
hilltop
lodge
messenger
praised
Write a paragraph about an adventure in the snow, using as many
vocabulary words from the box as you can. Then erase or cover with tape
those vocabulary words in your paragraph. Exchange paragraphs with a
partner and fill in the blanks.
Extend 121
Story Comprehension
In “Gluskabe and the Snow Bird,” several events in nature are explained.
Choose an event and write about what causes the event to occur in the
story.
120–121
At Home: Share stories of things that your family has
done during different types of weather.
Book 4/Unit 4
Name
Extend 122
Date
Read a Table
When the wind blows, your body can feel colder than the actual temperature of
the air. This is known as “wind chill.” The table below shows the wind chill for
some actual temperatures and wind speeds measured at miles per hour, or mph.
Wind Chill Chart
Actual Air Temperature*
Speeds
35°
30°
25°
20°
15°
10°
5°
0°
10 mph
22°
16°
10°
3°
3°
9°
15°
22°
20 mph
12°
10°
3°
10°
17°
24°
31°
39°
30 mph
6°
2°
10°
18°
25°
33°
41°
49°
40 mph
3°
5°
13°
21°
29°
37°
45°
53°
*All temperatures are Fahrenheit.
MPH means miles per hour.
Use the table to answer these questions.
1. What would the wind chill be if the actual temperature was 30°F and the wind
was blowing at 20 mph? 10°F
2. Suppose the wind chill is 21° and the actual temperature is 20°. About how
hard must the wind be blowing?
3. Does the wind have a greater effect when the temperatures are warmer or
when they are colder? How do you know? When the temperatures are
Write a question that can be answered using the table. Exchange
questions with a classmate and answer each other’s question.
Book 4/Unit 4
At Home: Find a chart in a newspaper or book. Have
students ask each other questions that can be
answered using the chart.
122
Name
Date
Extend 123
Myths like “Gluskabe and the Snow Bird” are often told and retold many times
before they are written down. Storytellers may also add things to or drop things
from stories as they tell them.
Think about how you would tell the story of “Gluskabe and the Snow Bird.”
Write what you would add to the story. Include at least one fact and one
nonfact. Share your addition to the story with a small group of classmates.
123
At Home: Have students practice their storytelling by
telling “Gluskabe and the Snow Bird” to their family.
Book 4/Unit 4
Name
Date
Extend 124
When you compare and contrast things, you tell how they are alike and
how they are different. In the chart below, write three characteristics for
Gluskabe and three for Snow Bird. Exchange charts with a classmate, and
complete the other column in his or her chart. Write “same” if the Skunk
has the same characteristic as Gluskabe, or if Day Eagle has the same
characteristic as Snow Bird. If the characteristics are different, write them
down.
Gluskabe
Skunk
1.
1.
2.
2.
3.
3.
Day Eagle
Snow Bird
1.
2.
2.
3.
3.
1.
Book 4/Unit 4
At Home: Have students choose two characters
from their favorite movie or book and compare and
contrast them.
124
Name
Date
Extend 125
Root Words
A root word is a word part that can be used to build other words. Knowing
the meanings of these root words can help you understand the meanings
of unfamiliar words. Words with the same root are similar in meaning and
spelling. For example, the root word act means “to do” and forms the
longer word action, meaning “the act or process of doing.”
Root Word
act
mem
ang
miss
Meaning
do
mindful
bend
send
Study the root chart above. Then write the root of each word below.
1. enact
4. angular
2. mission
5. remembrance mem
3. memorial mem
6. angle
Then think of another word containing each root word below, and use it in a
sentence.
7. act
8. mem
125
At Home: Have students write more words containing
the root words on this page.
Book 4/Unit 4
Name
Date
Extend 126
Draw Conclusions
To draw a conclusion, you should consider facts, your own experience, and
common sense.
Read the paragraphs below about manatees. Then write a paragraph in
which you draw conclusions about the future for manatees. Support your
conclusion with facts from the paragraph or from your own experiences.
In North America, manatees live in the coastal areas, bays, and
rivers of Florida. The average manatee weighs about 1,000 pounds
and is 10 feet in length. They have two front flippers, no back legs,
and a rounded tail. This gentle mammal can eat more than 100
pounds of plants each day. Their appetites help to keep waterways
from becoming choked with weeds.
Manatees are endangered animals. Many of their deaths are
caused by humans. Some boaters don’t obey the rules where
manatees live. As a result, manatees are sometimes victims of
boating accidents. Some people have started organizations to
educate others. They hope to make the waters safer for manatees.
Book 4/Unit 4
Meet an Underwater Explorer
At Home: Share this information and your conclusion
with your family. Talk about whether they share the
same conclusion and why or why not.
126
Name
Extend 127
Date
Vocabulary
connected
overcome
endangered
poisonous
haul
sponge
Suppose you went scuba diving. Write a letter to a friend about this
experience, using as many vocabulary words as you can.
Extend 128
Story Comprehension
You can draw conclusions about Sylvia Earle from reading “Meet an
Underwater Explorer.” Write two characteristics of Sylvia. How would you
compare and contrast yourself to her? Think of two of your own
characteristics.
Sylvia Earle
1.
1.
2.
2.
127–128
At Home: Talk with your family about places in your
community and state that you could visit to learn
more about ocean life.
Me
Book 4/Unit 4
Name
Date
Extend 129
Read a Time Line
A time line shows events in the past and how they are connected. Make a
time line of your life. Be sure to include dates and events. Think about the
following events:
• What years will you include?
• When did you start school?
• What are some important things you have done?
• When did you do them?
• Do you have brothers and/or sisters?
• If so, when were they born?
• What are some other important things that have happened to your family or
town?
• When did these things happen?
My Time Line
Book 4/Unit 4
At Home: Share your time line with your family.
Have family members share what they remember
about some of the events on your time line.
129
Name
Date
Extend 130
Draw Conclusions
Read the two conclusions below. List any facts from “Meet an Underwater
Explorer,” things from your own experience, or common sense that would lead
someone to draw each conclusion shown below.
Conclusion 2
Conclusion 1
“I would not like to be a marine
biologist and a diver.”
“I would like to be a marine biologist
and a diver.”
130
At Home: Find a family member or friend who has a
career or job in a field that interests you. Draw
conclusions about what they do at work.
Book 4/Unit 4
Name
Date
Extend 131
“Meet an Underwater Explorer” contains many facts about the ocean and
ocean life. You have probably read stories or poems that contained
nonfacts about the ocean and ocean life. Write a short story or a poem
about the ocean or about ocean life. Be sure to include both facts and
nonfacts.
Book 4/Unit 4
At Home: Read your story or poem to your family
and identify the facts and nonfacts you have
included.
131
Name
Extend 132
Date
Root Words
A root word is a word part used to build longer words. For example, the
word helicopter contains the Greek root word helic, meaning “spiral” and
the root word pteron, meaning “wing”. A helicopter is an aircraft whose
wings move in a spiral motion.
Root Word
bio
mar
dict
Meaning
life
sea
speak
Study the root chart above. Then write the root of each word below.
1. marina
4. dictation dict
2. biography bio
5. biology bio
3. contradict
6. mariner mar
Use the clues below to find a new word. Then write a sentence using the new word.
7. sub (“under”) + mar + ine =
8. pre (“before”) + dict =
9. bio + logy (“science”) =
10. auto (“self”) + graph (“write”) =
132
At Home: Choose several root words listed above. Work
with family members to write as many words containing
these root words as you can.
Book 4/Unit 4
Name
Date
Extend 133
Steps in a Process
Many of the things we do involve steps in a process. Sometimes it does not
matter in what order we do the steps. Other times, order is very important. For
instance, suppose that while getting dressed you tried to put your socks on after
you had put your shoes on.
Think of something you do that involves more than one step. Make your
own flow chart below. Draw a picture of the steps and number each one.
Add captions to explain what is happening in each step.
Book 4/Unit 4
On the Bus with Joanna Cole
At Home: Explain what might happen if you tried the
steps in your chart out of order. Compare your
steps to someone else’s.
133
Name
Extend 134
Date
Vocabulary
abandon
absorb
available
original
research
traditional
Suppose your teacher asks you to write a science report. Write what she or
he might direct you to do, using as many vocabulary words as you can.
Extend 135
Story Comprehension
Joanna Cole describes the steps she follows to write the Magic School Bus
books. Tell which step you think you would enjoy doing the most. Explain
why. Then tell which step you would enjoy doing the least. Explain why.
Enjoy the most
134–135
At Home: Talk with family members to find out what
they like most and least about writing something.
Enjoy the least
Book 4/Unit 4
Name
Date
Extend 136
Follow Directions
When they cook, people often use recipes. A recipe often has two parts. The first
part lists the ingredients. The second part is a set of directions. It tells what to do
with the ingredients.
Think about your favorite after-school snack. It may be a sandwich, cooked
food, or fruit with yogurt and granola. Make a recipe card for this snack.
Name the snack. List the ingredients needed to make it. Then write
directions for preparing the snack. Number the steps in your directions. Be
sure they are in order.
Snack:
Ingredients:
Directions:
Book 4/Unit 4
At Home: Read several cookbook recipes to your family.
From listening to the ingredients and the directions,
have them try to figure out what the recipes are for.
136
Name
Date
Extend 137
Steps in a Process
In “On the Bus with Joanna Cole” Joanna describes her steps in a
process for writing the Magic School Bus books. Write one or two
paragraphs describing the steps you follow when you write something—a
report, a story, a letter, or a poem. Use words like first, next, then, later,
and finally to help the reader follow the order of your steps.
.
Steps I Use When Writing a
137
At Home: Share your writing steps with friends or family members. Talk
about anything they would do differently and why.
Book 4/Unit 4
Name
Date
Extend 138
In “On the Bus with Joanna Cole,” Joanna mentions that she has written Magic
School Bus books about the human body, ocean science, the solar system,
dinosaurs, Earth, waterworks, and hurricanes. These books contain both facts
and nonfacts. Joanna says that she gets some of her suggestions for books
from editors.
Suppose that you are an editor. Write a letter to Joanna Cole in which you
suggest a topic for her next book. Tell why you are suggesting this topic.
Then suggest two facts and two nonfacts for her to include in the book.
Book 4/Unit 4
At Home: Make up a story about a day at school in
which you include facts and nonfacts.
138
Name
Extend 139
Date
Prefixes
Both of the prefixes dis- and in- mean “not” or “the opposite of.” For example,
disbelief means “the opposite of belief.” Incapable means “not capable.”
Add the prefix dis- or in- to each word in the box. Then create two
characters who always disagree with each other. Write dialogue that
shows them arguing. Remember to use quotation marks and identify each
speaker. Include as many of the new words you formed as possible in your
dialogue.
continue
expensive
correct
approved
secure
visible
comfort
139
At Home: Make a list of as many words as you can think
of that contain the prefix dis-. Make another list for the
prefix in-. Try to use the words in conversation.
Book 4/Unit 4
Name
Date
Extend 140
When you compare and contrast things, you tell how they are alike and how
they are different. If you compared and contrasted yourself with your relatives—
your parents, aunts, uncles, or grandparents—you would find ways in which you
were the same and ways in which you were different. Characteristics you
compare and contrast might include appearance, interests, and talents.
Compare and contrast yourself with one of your friends or relatives. Write
your name at the top of one column. Complete the first column by writing
five of your characteristics. Write the other person’s name at the top of the
second column. Complete the second column by writing “same” or a
different characteristic for your relative.
My Name:
Friend’s or Relative’s Name:
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Book 4/Unit 4
Earth’s First Creatures
At Home: Share your compare and contrast tables
with family members. Discuss any changes or
additions they recommend.
140
Name
Extend 141
Date
Vocabulary
ancestors
disaster
microscope
snout
spikes
weird
Suppose that while digging a hole in your yard, you find a fossil of a
Cambrian creature. Write a short article about your discovery that might
appear in your local newspaper. Use as many vocabulary words as you
can.
Extend 142
Story Comprehension
Scientists think the Anomalocaris might be an ancestor of today’s crabs
and spiders because they have some similar characteristics. Think of an
animal that is alive today. Draw a picture below of what you think its Cambrian
ancestor might have looked like. Write a caption that names the animal
today and tells why the creature in your drawing could be its ancestor.
141–142
At Home: Read about and look at pictures of some
prehistoric creatures. Think about which animals of
today they could be related to.
Book 4/Unit 4
Name
Extend 143
Date
Read a Chart
A chart is a good way to organize information. It is also a good way to
compare similar things to see how they are alike and how they are
different. The chart below gives information about some of the largest
lakes in the world.
Use the chart to answer the questions.
Lake
Location
Square Miles
Lake Superior
North America
31,698
Lake Victoria
Africa
26,826
Lake Huron
North America
22,999
Lake Michigan
North America
22,299
Lake Tanganyika
Africa
12,699
1. Which lake is the smallest?
2. How many of the lakes on the chart are located in North America?
3. What is the name of the largest lake?
4. What is the name of the largest lake in Africa?
5. Which two lakes are closest in size?
Book 4/Unit 4
At Home: Have students choose two animals,
research the animals and make a chart using
the information that they find.
143
Name
Date
Extend 144
Steps in a Process
“The Earliest Animals” tells us about the simple, tiny life forms that lived before
the Cambrian period and the animals that came after that time.
You have gone through steps in a process since the day you started
school. Write three things you have learned since you started school that
make it possible for you to be the person you are today. Explain why each
change has been helpful.
1.
2.
3.
144
At Home: Talk with a friend about things you will learn
during the next two years that will help you prepare for
middle school.
Book 4/Unit 4
Name
Date
Extend 145
Prefixes
The prefixes dis- and in- mean “not” or “the opposite of.” When a prefix is
added to a root wood, the meaning of the root word changes. For each
word, write a related word that contains the prefix dis- or in-.
digestion
covered
place
complete
organized
convenient
active
color
Write a story, using as many of the words you created above as possible.
You may also draw a picture on separate piece of paper to illustrate your
story.
Book 4/Unit 4
At Home: Have students find other words with the
prefixes dis- and in- in a newspaper.
145
Name
Extend 146
Date
Root Words
Many English words have roots that come from other languages. New
words are formed by adding suffixes and prefixes to root words. Look at
the meanings of the root words in the chart below.
Root Word
scope
spher
meter
Meaning
see
circle, globe
measure
Then write the root of each word below.
1. atmosphere
4. spherical spher
2. diameter meter
5. stethoscope scope
3. telescope
6. perimeter
Use the clues below to find a new word. Then write a definition for each word.
7. hemi (“half”) + sphere =
8. kilo (“thousand”) + meter =
9. micro (“small”) + scope =
10. peri (“all around”) + meter =
146
At Home: Play a root word game with a family member or
friend. Choose a root word and see who can write the
most new words containing the root in 3 minutes.
Book 4/Unit 4
Name
Extend 147
Date
Draw pictures to represent six words from the vocabulary list. Exchange
pictures with a classmate and try to identify the word represented by each
picture.
absorb
haul
praised
affection
hilltop
research
climate
injury
snout
connected
microscope
spikes
abandon
freeze
poisonous
Book 4/Unit 4
At Home: Choose several words from the
vocabulary list above. Pantomime their meanings,
and have family members try to guess the words.
147
Name
Date
Extend 148
Create a crossword puzzle that includes six words from the vocabulary list.
Write a clue for each word. Cover the vocabulary list with a sheet of paper.
Exchange puzzles with a partner and try to solve.
ancestors
endangered
overcome
available
lodge
sponge
clinging
messenger
threat
Across
confusion
methods
traditional
disaster
original
weird
Crossword
Puzzle
Down
148
At Home: Make up another crossword puzzle using six
different words from the vocabulary list. Have a family
member try to solve the puzzle.
Book 4/Unit 4
Name
Date
Extend 149
Sequence of Events
The sequence of events is the order in which things happen.
Read the following sentences. Write one thing that might have happened
before the event in the sentences, and one thing that might have
happened after.
1. Ellen fell down and skinned her knee.
Before
After
2. The dog slipped out the door.
Before
After
3. Jack’s face lit up in a huge grin.
Before
After
4. A strong wind began to blow.
Before
After
5. Marco rounded third base.
Before
After
Book 4/Unit 5
The Fox and the Guinea Pig
At Home: Have students put five of the day’s events in
the correct sequence.
149
Name
Date
Extend 150
Vocabulary
amazement
destroyed
eldest
fowl
stake
strewn
Use the vocabulary words in the box to make up a short story. Write your
story on a separate sheet of paper. Then draw a picture in the box below to
illustrate a detail in your story.
Extend 151
Draw three pictures to illustrate three events in “The Fox and the Guinea
Pig.” You may look back at the story for help. Combine your pictures with a
partner’s, and work together to put all six pictures in the correct sequence.
150–151
At Home: Have students try to spell the vocabulary
words from memory.
Book 4/Unit 5
Story Comprehension
Name
Date
Extend 152
Read Advertisements
Advertisements are notices made to try to convince people to do or buy
something. Because there are many different products, advertisements try to
make their product seem special in some way. It is important to read
advertisements carefully, and to think about what they really say.
Read this advertisement. Write three important things it tells you.
It will boost your
energy and make you
smarter and stronger!
1. Possible answer: name of the cereal
2.
3. Possible answer: what the cereal can do
Do you believe the product in the advertisement is everything the
advertisement says it is? Tell why or why not.
Suppose you work for an advertising agency. On a separate sheet of
paper, design an advertisement for a new sneaker. Be sure to include all
the elements you need to convince people to buy this sneaker.
Book 4/Unit 5
At Home: Look at advertisements with students.
Discuss what the ads are trying to say, and how
they say it.
152
Name
Date
Extend 153
Sequence of Events
All stories have a beginning, middle, and an end. The sequence of events in a
story tells what happens first, next, and last.
Make an outline of the main events in “The Fox and the Guinea Pig.” Be
sure to list the events in their correct sequence.
1.
2.
3.
4.
5. Don Emicho lets the fox go.
6.
7.
Work with a partner. Pantomime a scene from “The Fox and the Guinea
Pig.” Have another pair of students tell whether the scene comes from the
beginning, middle, or end of the story.
153
At Home: Cut out four pictures from a magazine. Have
students use them to make up a story with a
beginning, middle, and an end.
Book 4/Unit 5
8.
Name
Date
Extend 154
Make Inferences
An inference is a conclusion you make using facts or experience.
What can you infer about the fox’s personality from reading “The Fox and
the Guinea Pig”? Write a paragraph that describes what the fox is like.
Suppose the fox escaped from the hole the guinea pig buried him in. What
do you think might have happened next? Do you think the fox would
eventually catch the guinea pig? Explain your thinking.
Book 4/Unit 5
At Home: Direct students to tell you which facts or
experiences they used to make a specific
inference.
154
Name
Extend 155
Date
Context Clues
Sometimes you can figure out what an unfamiliar word means by looking at the
other words around it. This is called using the context clues. Ask yourself, “How
is this word used?” “What words are used with it?” The order of the words can
also give you context clues.
Suppose a friend doesn’t know what these vocabulary words mean. Write
a sentence or two for each word that provides some context clues to help
your friend.
alfalfa
headlong
sacrifice
intruder
keeled
1. Answers will vary. Students’ sentences should use vocabulary correctly
2.
3.
4.
5.
155
At Home: Choose several unfamiliar words in a news
article or story. Have students use context clues to
figure out what the words mean.
Book 4/Unit 5
Name
Date
Extend 156
Important and Unimportant Information
Important information is information that helps explain or support the main idea
of a story. Without it, the story might not make sense. Unimportant information
is not necessary to a story, but it can make a story more interesting to read.
Suppose you were describing your bedroom to a friend who had never seen it.
What important information would you include? What unimportant information
might make your description more interesting? Write your description below.
Book 4/Unit 5
Mom’s Best Friend
At Home: Direct students to read an article in a newspaper
or magazine. Have them list three pieces of important
information and three pieces of unimportant information.
156
Name
Extend 157
Date
Vocabulary
clippers
memorizing
errands
relieved
instinct
sirens
Use the correct vocabulary word to fill in the blank in each sentence.
clippers
1. Tasha used the
2. Josh felt
relieved
3. Despite the
4. The ambulances’
to trim the shrubs in the back yard.
when he saw that he did well on the test.
instinct
sirens
to chase the cat, the dog sat still.
were so loud, we had to cover our ears.
5. On Saturday mornings, Elena likes to run
father.
6. Tim and Jessie were
their spelling test.
memorizing
errands
with her
the words that would be on
On a separate sheet of paper write two sentences using one of the
vocabulary words in each sentence.
Extend 158
Story Comprehension
Leslie’s mother says that taking care of Ursula reminds her of taking care
of Leslie and Joel when they were little. Make an inference about what she
means. What information from “Mom’s Best Friend” are you using to make
your inference?
157–158
At Home: Have students write a paragraph using the
vocabulary words on this page.
Book 4/Unit 5
Mom’s Best Friend
Name
Date
Extend 159
Read a Newspaper
Look through several recent newspapers. Use the headlines to help you
find a news article that interests you. Read the article, and use it to answer
these questions:
1. What is the headline of the article?
2. Who wrote the article?
3. Where does the event in the article take place? Answers will vary.
4. What is the main idea of the article? Answers will vary.
Draw a picture to illustrate the main idea of the news article.
Book 4/Unit 5
Mom’s Best Friend
At Home: Have students choose two articles from a
newspaper the information in the datelines and how the
articles answer Who? What? When? Where? and Why?
159
Name
Date
Extend 160
Read the following paragraph. Find four pieces of unimportant
information, and write them in the lines provided below. Then find four
pieces of important information and write them below.
Anita and Juana were fast asleep in their bunk beds. Their
Mother was asleep in her room down the hall. The dog, Murphy,
slept downstairs in the kitchen. His bed was a plaid flannel pillow in a
wicker basket. Suddenly, Murphy woke up. He sniffed the air around
him. He smelled smoke. Murphy began to bark. He ran up the stairs
to wake up the girls and their mother. There were photographs on
the wall near the stairs. Anita, Juana, and their mother jumped out of
bed, put on their shoes and ran out of the house. An electrical fire
was burning in the kitchen. Mother called the fire department from a
neighbor’s house. The neighbor’s house was brick, with white trim.
The fire department came and put out the fire and Murphy was the
neighborhood hero.
Unimportant Information
1.
2.
3.
4.
Important Information
1.
2.
3.
4.
160
At Home: Tell students to read a favorite story to a
family member and discuss the important and
unimportant information.
Book 4/Unit 5
Mom’s Best Friend
Name
Date
Extend 161
Make Inferences
An inference is a conclusion. Often, you make an inference based on facts you
are given. You can also make an inference based on what you know from
experience. For example, if you see smoke, you can make the inference that
there is a fire nearby.
Read the following sentences about “Mom’s Best Friend.” What inference
can you make from each one?
1. I thought that Mom should give Joel obedience training.
2. Mom didn’t ask much about us. All of her questions were about Ursula.
3. Mom didn’t like to depend on other people.
4. After she’d been with us a month, Ursula began to eat all of her food.
Book 4/Unit 5
Mom’s Best Friend
At Home: Have students make a list of some of the inferences they made
during the day and share them with family members. Remind them to
present the facts or experiences they used to make the inferences.
161
Name
Extend 162
Date
Figurative Language
Figurative language uses similes or metaphors to create mental pictures. A
simile compares two things using the words like or as. “The water was as cold as
ice” is a simile. A metaphor compares two things without using like or as. “The
breeze was a feather, ruffling his hair” is a metaphor. Using figurative language is
one way to make writing more interesting.
Choose the correct word from the list below to complete the similes and
metaphors taken from “Mom’s Best Friend.” Then for each write a
sentence saying the same thing in another way.
cinch
snail
magic
passerby
snail
1. She crept along the sidewalk like a
2. Mom’s first day was a
3. Like
fallen
crazy
cinch
.
.
I was crazy about this shrimpy new dog.
4. I was just as
about you.
Make up your own simile or metaphor, and then use it in a sentence.
162
At Home: Tell students to make lists of examples
of figurative language and post it on their
refrigerators. They should have family members
add to the list.
Book 4/Unit 5
Mom’s Best Friend
Name
Date
Extend 163
Make Predictions
A prediction is a good guess about what will happen in the future. You can often
make predictions based on what you know from experience.
Make a list of predictions about what you will do next Saturday.
On Saturday morning, I will:
1.
2.
3.
In the afternoon, I will:
4.
5.
6.
In the evening, I will:
7.
8.
9.
Book 4/Unit 5
The Rajah’s Rice
At Home: Have children check their prediction lists
and note which predictions were correct.
163
Name
Date
Extend 164
Vocabulary
attendants
awkwardly
celebration
knowledge
released
spice
Suppose you are on vacation in a faraway place. Write a letter to a friend
back home using at least four of the vocabulary words above. Be sure to
include some details about the places you are seeing.
Dear
,
Extend 165
Story Comprehension
Use what you know from “The Rajah’s Rice” to write about the kind of
person Chandra is. Then make a prediction about how she might react in
the future if she has to choose between helping herself and helping others.
164–165
At Home: Have students choose another story and
write about how a character does a good deed.
Book 4/Unit 5
The Rajah’s Rice
Name
Date
Extend 166
Follow a Recipe
Dal is the Indian name for lentils, split peas, chick peas, or beans. Dal is also the
name of a thick Indian soup or stew made of these ingredients. This recipe
makes enough Dal for 6 people.
Rewrite the recipe to show how you would make enough Dal to feed 12
people.
1/2 teaspoon cumin seeds
1 cup chopped onion
1 teaspoon grated ginger root
1 tablespoon lemon juice
1/2 teaspoon garam masala
DAL
1 cups lentils
4 cups water
2 dried chilies
1/4 teaspoon turmeric
1/2 teaspoon salt
2 tablespoons vegetable oil
Book 4/Unit 5
The Rajah’s Rice
At Home: Have students use a recipe. Have family
members help them measure correctly and follow
the steps.
166
Name
Date
Extend 167
Make Predictions
Chandra’s unselfish choice in “The Rajah’s Rice” affected her whole
village. Write a prediction of what you think might have happened if
Chandra had chosen jewels instead of rice as her reward.
Suppose you did a big favor for a very important person. This person
offered you any reward you wanted. What would you choose, and why?
167
At Home: Have students make two predictions about a
favorite movie or sports personality.
Book 4/Unit 5
The Rajah’s Rice
Name
Date
Extend 168
Make Inferences
You can make inferences, or draw conclusions, based on the facts you are
given in a story.
In “The Rajah’s Rice,” the doctors that looked at the sick elephants were unable
to cure them. Why couldn’t the doctors cure the elephants? What can you infer
about the doctors and about why Chandra was able to cure the elephants?
Would you guess that the doctors felt the same way about the elephants
as Chandra did? Explain why.
Book 4/Unit 5
The Rajah’s Rice
At Home: Direct students to write about what facts
or experiences they used to make a specific
inference.
168
Name
Date
Extend 169
Context Clues
other words around it. This is called using the context of a word. Ask yourself,
“How is this word used?” “What words are used with it?” Context clues give you
hints about a word or a series of words.
Each of the words below is found in “The Rajah’s Rice.” Tell what context
clues helped you decide what each word means, and then write your
definition.
Word
Context Clues
Definition
Rajah
paddies
felled
peddler
egrets
incense
169
At Home: Have students choose a newspaper article or
story and find unfamiliar words. Then have them use
context clues to figure out what the words mean.
Book 4/Unit 5
The Rajah’s Rice
Name
Date
Extend 170
Sequence of Events
The sequence of events means the order in which a series of events happens.
Think about yesterday. What happened? Who did you see? What did you
do? Write down eight events that happened yesterday in the correct
sequence.
1.
2.
3.
4.
5.
6.
7.
8.
On a separate sheet of paper draw a picture to illustrate one of the events
on your list.
Book 4/Unit 5
Yeh-Shen
At Home: List the events of your day out of sequence.
Have someone put the events in the correct
sequence.
170
Name
Date
Extend 171
Vocabulary
beloved
heaved
bid
marveled
desire
permit
Write a sentence using each of the vocabulary words above. Then erase
the vocabulary words or cover them with tape. Trade papers with a partner,
and fill in the blanks.
Extend 172
Story Comprehension
Think about what you know about the different characters in “Yeh-Shen.”
Choose one character. Write one thing that might have happened to him or
her before the story began. Write two things that might have happened to
him or her after the story ends.
1.
2.
3.
171–172
At Home: Have students write a paragraph that uses
all of the vocabulary words.
Book 4/Unit 5
Yeh-Shen
Name
Date
Extend 173
Read E-mail
E-mail is a quick and easy way to send messages to people all over the world. It is
much faster than regular mail and less expensive than a long distance phone call.
Read the E-mail below and then write a reply.
Book 4/Unit 5
Yeh-Shen
At Home: Have students work in pairs. Invite each
student to pretend to be a character from a book and
have them write E-mail messages to each other.
173
Name
Date
Extend 174
Sequence of Events
All stories have a beginning, a middle, and an end. The sequence of events in a
story leads a reader from the beginning, through the middle, to the end.
Write a brief retelling of another fairy tale, or write one of your own. Be sure
that your story has a beginning, middle, and end, and that all the events in
the story are in the correct sequence. When you are finished, read your
story to the class.
174
At Home: Summarize a familiar story with the events
out of sequence. Have other students retell the story
with the events in the correct sequence.
Book 4/Unit 5
Yeh-Shen
Name
Date
Extend 175
Make Predictions
A prediction is a good guess about what will happen in the future. You can make
predictions based on information you are given or what you know from
experience.
Read the sentence or sentences carefully. Make a prediction about what
might have happened next.
1. Maria and Max had the chicken pox. Lara, who had never had chicken pox,
spent the afternoon at their house.
2. So many thoughtless people threw trash in the pond that the water was
murky.
3. Ling didn’t study for her spelling test. Ling didn’t do well on her spelling
4. Jasmine and her sister went to the park to play soccer, but the field was
crowded with older children.
5. Robin was late for her violin lesson. Robin didn’t get to play her song all
6. José asked his mother if he could go outside to play, but the sky was dark.
7. Sometimes Tanya and Tyra, who are identical twins, like to dress alike.
Book 4/Unit 5
Yeh-Shen
At Home: Direct students to tell what facts or
experience they used to make specific predictions.
175
Name
Extend 176
Date
Figurative Language
Figurative language uses similes or metaphors to create mental pictures.
A simile compares two things using the words like or as. “The water was as
cold as ice” is a simile. A metaphor compares two things without using the
words like or as. “The breeze was a feather, ruffling his hair” is a metaphor.
Using figurative language is one way to make writing more interesting.
crafty
chores
pond
spring
festival
slipper
Use each word in a sentence that contains figurative language. Each
sentence should contain either a simile or a metaphor. Be creative!
1.
2.
3.
4.
5.
176
6.
At Home: Have students point out examples of figurative
language in stories or articles.
Book 4/Unit 5
Yeh-Shen
Name
Date
Extend 177
Important information is information that helps explain or support the main idea
of a story. Without it, the story might not make sense. Unimportant information
is not necessary to a story, but it can add color and makes a story more
interesting to read.
Write a paragraph about some things we should do to protect the
environment. Explain why you do these things and how they help the
environment. Underline the information you think is most important in your
paragraph. Share your ideas with the rest of the class.
Book 4/Unit 5
Can We Rescue the Reefs?
At Home: Find a newspaper or magazine article on
an environmental issue. Have students underline
important information.
177
Name
Extend 178
Date
Vocabulary
coral
percent
damage
reefs
loosened
ton
Suppose you went snorkeling while vacationing on a tropical island. Write
a letter to a friend, using the vocabulary words above. Describe what you
saw underwater.
Dear
,
From,
Extend 179
Write down three important pieces of information about why reefs are
disappearing. For help you may look back at the article. On a separate
sheet, predict whether or not people will be able to stop damaging the
reefs. Explain why or why not.
1.
2.
3.
178–179
At Home: Have students make a prediction based on a
news article they have read.
Book 4/Unit 5
Story Comprehension
Name
Extend 180
Date
Use the Telephone Directory
Use this sample yellow pages to answer the questions.
Boats
Boats For All
15 Newport St. ...................... 555-1212
Yazzy’s Yachts
432 Ocean Av. ...................... 555-8721
Boat Repair
Cap’s Boat Repair
90 Marina St. ......................... 555-4877
Surfside Inc.
123 Beach St. ....................... 555-0033
Boat Tours
Glass Bottom Tours
34 Tourist Av. ........................ 555-9494
Ocean Adventure
261 Waves St. ....................... 555-8368
1. What number would you call if you wanted a tour in a glass-bottomed boat?
432 Ocean Avenue
2. Where is Yazzy’s Yachts located?
3. Which boat repair place is on Beach Street?
4. What is the street address of Ocean Adventure?
5. Write a Yellow Pages listing for a company that sells rowboats.
Book 4/Unit 5
At Home: Have students create Yellow Pages
listings for businesses that might exist in an
undersea world.
180
Name
Date
Extend 181
Make Predictions
A prediction is a logical guess about what will happen in the future. You can
make predictions based on information you are given or what you know from
experience.
Think about endangered animals and other environmental issues. Write
three predictions about what will happen to these animals or to the
environment if people don’t change some of their practices.
1.
2.
3.
Design a poster to illustrate one of your predictions. Be sure to tell people
what they can do to keep your prediction from coming true. Show your
poster to the class and explain the issue you chose to illustrate.
At Home: Have students make two predictions based
on a news article about an environmental issue.
181
Book 4/Unit 5
Name
Date
Extend 182
Figurative Language
Figurative language uses similes or metaphors to create mental pictures. A
simile compares two things using the words like or as. “The coral shines like a
jewel” is a simile. A metaphor compares two things without using like or as. “The
coral was a jewel, shining beneath the sea” is a metaphor. Using figurative
language is one way to make writing more interesting.
Read the sentences below. Then rewrite them, using figurative language to
express the ideas more creatively.
1. The day was very cold.
2. Sasha’s eyes were dark brown.
3. Richard was very hungry.
4. The loud noise startled Marisa.
5. Chiyo could run very fast.
6. Jack felt grouchy when he got up today.
Book 4/Unit 5
Can We Rescue The Reefs?
At Home: Have a conversation with students in
which figurative language is used.
182
Name
Date
Extend 183
Context Clues
other words around or near it. This is called using context clues. Ask yourself,
“How is this word used? What words that I know are used with it?” Context clues
give you hints about a word or a series of words.
harbor
brilliant
overgrown
shorelines
Write a word or phrase that would work as a context clue for each of the
words above. Then write a sentence that uses each of the words correctly.
Context Clues:
1. Harbor:
2. Overgrown:
3. Brilliant:
4. Shorelines:
Sentences:
1.
2.
3.
4.
183
At Home: Have students use context clues to figure
out two unfamiliar words in a reference book article
about the environment.
Book 4/Unit 5
Name
Date
Extend 184
Vocabulary Review
Make a word search puzzle using the vocabulary words below. Fill the box
below with letters. Hide the words by presenting them forward, backward,
top to bottom, bottom to top, and diagonally.
amazement
loosened
strewn
reefs
instinct
relieved
errands
awkwardly
destroyed
attendants
marveled
stake
ton
Word Search
Book 4/Unit 5
At Home: Have students write a story using six
of the vocabulary words.
184
Name
Extend 185
Date
Vocabulary Review
eldest
coral
beloved
clippers
heaved
permit
sirens
celebration
damage
fowl
spice
percent
desire
bid
knowledge
Write two or three poems using the vocabulary words in the box. Use as
many words as you can in your poems.
185
At Home: Have students define one of the words by
writing a poem about it.
Book 4/Unit 5
Name
Extend 186
Date
Cause and Effect
One of the first things we learn as children is cause and effect. If you drop a
china plate, it will break. If you kick a sand castle, it will crumble. Later, we learn
that if we don’t study, we may not do well in school. If we treat someone unkindly,
we may hurt their feelings.
A cause is something that produces an effect, or a result. Make a list of
causes and effects that occur during your day.
Cause
Example:
Effect
I threw the baseball too close to the house.
The ball broke a window.
1.
2.
3.
4.
5.
6.
7.
8.
Book 4/Unit 6
Teammates
At Home: Have students identify causes and effects in
newspaper articles.
186
Name
Date
Extend 187
Vocabulary
circulated
extraordinary
launched
organizations
opponents
teammate
Write a sentence using each vocabulary word. Then read your sentences
aloud to a partner, leaving out the vocabulary word. Have your partner
choose the correct word to complete the sentence. Then fill in your
partner’s sentences.
1.
2.
3.
4.
5.
6.
Extend 188
Story Comprehension
Think about Pee Wee Reese’s courageous and kind acts in “Teammates.”
Write about how his actions may have affected others.
At Home: Have students name the effects of one of
their actions today.
187–188
Book 4/Unit 6
Teammates
Name
Date
Extend 189
Use the Card Catalog: Subject Card
A card catalog helps you find books in the library. You can look up books in the
card catalog by author, title, or subject. Subject cards help you find books by
topic. For example, if you were interested in reading about Jackie Robinson, you
would look for his name on a subject card.
Subject Card
ROBINSON, JACKIE
J796.35709 Peter Golenbock
Author
Teammates
Title
Harcourt, Brace, Jovanovich
Publisher
Number of pages 32
Illustrator Paul Bacon
Summary Possible answer: Racial prejudice experienced by
the first African American to play in the major leagues.
Teammate Pee Wee Reese helped Robinson fight the
prejudice.
Use the information in the paragraph below to fill in the subject card.
Peter Golenbock wrote “Teammates,” a story about the racial
prejudice that baseball-great Jackie Robinson experienced when he
joined the Brooklyn Dodgers as the first African American to play
baseball in the major leagues. The book also depicts the support
Robinson received from white teammate Pee Wee Reese.
“Teammates” was published in San Diego by Harcourt, Brace,
Jovanovich in 1990. There are 32 pages in the book, which was
illustrated by Paul Bacon. You can find “Teammates” in the
J796.35709 section of the library.
Book 4/Unit 6
Teammates
At Home: Have students tell you how they would
find other books by the same author and other
books about baseball.
189
Name
Extend 190
Date
Cause and Effect
As you read the story “Teammates,” you will see that each thing that happened to
Jackie Robinson caused him to do something else. Sometimes those effects
become causes themselves.
For example:
Cause: Branch Rickey
wanted to find the best
baseball player he could.
Effect: Many of Jackie
Robinson’s new teammates
treat him cruelly.
Effect: Mr. Rickey asked
Jackie Robinson to join the
Dodgers. This becomes
another cause.
Effect: Jackie Robinson vows
not to give up.
Fill in the missing causes and effects. Refer to the story “Teammates” to
help you.
Cause
1.
Effect
At spring training, Jackie
Robinson was mobbed by
African American fans.
3.
Jackie Robinson had to live by
himself while on the road.
4.
Pee Wee Reese decided to take
a stand.
5. Pee Wee put his arm around
Robinson and stood next to him.
At Home: Have students tell about a time they stood up
for something they believed in.
190
Book 4/Unit 6
Teammates
2. Jackie Robinson faced abuse
and hostility throughout
the baseball season.
Name
Date
Extend 191
We make many judgments and decisions every day. Some are so easy we
make them automatically. Others are more difficult and require careful thought.
Read the sentences or paragraphs below. Write what decision you would
make in each situation. Be sure to explain your thinking.
1. You see two classmates teasing and scaring a younger child on the
playground.
2. You promise you will rake the yard before dinner. You are halfway done when
your best friend rides up on her bicycle and asks you to go for a ride.
3. A friend tells a joke that makes fun of certain people. It makes you
uncomfortable.
4. You really want to buy a new baseball glove. You have saved $10 so far. You
are invited to go to the video arcade for the afternoon. You know you’ll spend
at least $5 there, but it sounds like fun.
Book 4/Unit 6
Teammates
At Home: Have students keep a list of some of the
decisions they have to make in one day.
191
Name
Extend 192
Date
Context Clues
Sometimes you can determine what an unfamiliar word means by looking at the
words around it. Context clues give you hints about the meaning of a word or a
series of words.
Find the following words in the story “Teammates.” Tell which context clues
helped you understand what each word means. Then write your definition.
Word
Context Clues
Definitions
leagues
prejudice
racial
segregation
apathetic
audible
192
At Home: Have students use context clues to figure out two
unfamiliar words in a news article about an athlete.
Book 4/Unit 6
Teammates
Name
Date
Extend 193
Many different kinds of problems and solutions exist. Different people
may often choose different solutions for the same problem.
Read each problem below. Write your solution. Then compare your
solutions with a partner. How are the solutions the same? How are they
different?
1. It’s your first day at a new school. At lunch time, the cafeteria is crowded with
unfamiliar faces. What would you do?
2. You have three homework assignments tonight, and you have to study for
tomorrow’s spelling test. You feel overwhelmed. What would you do?
3. You and four friends are going to a movie. Your mother is driving all of you.
Another friend asks to join you, but there is no more room in the car. What
would you do?
4. You and two classmates are working on a project that has four parts to it. How
do you divide the work in a way that is fair to everyone?
Book 4/Unit 6
The Malachite Palace
At Home: Have students talk about a problem at
school and how it could be solved.
193
Name
Extend 194
Date
Vocabulary
cultured
feeble
fragrance
mingled
resembled
scampered
Work with a partner. Each of you choose three words from the vocabulary list and
write down the definitions. Then make up false definitions for each of your three
words. Read your partner both definitions for each word, and have him or her
guess which is correct.
Extend 195
Story Comprehension
After feeling lonely and frustrated for a long time, the princess in the story “The
Malachite Palace” solved her problem for herself. What kinds of judgments or
decisions did the princess make in order to solve her problem?
194–195
At Home: Have students talk about decisions they
made today.
Book 4/Unit 6
Name
Date
Extend 196
Use the Card Catalog: Author and Title Cards
A card catalog helps you find books in the library. Subject cards help you find
books by subject. Author cards help you find books written by a certain author.
Title cards help you find books by title. The card catalog is arranged
alphabetically. The call number in the upper left-hand corner of the card tells you
where to find the book on the library shelves.
Title Card
Fill in the title card with the information listed below.
• 26 Pages
• After the dragon burns down the kingdom and captures Prince Ronald,
Princess Elizabeth uses her wits to outsmart the dragon and rescue the prince.
• Toronto: Annick Press, 1980
• Illus. by Michael Martchenko
• JL M
• Musch, Robert N.
• The Paper Bag Princess
Call Number:
1. JL M
Title
2. The Paper Bag Princess
Author
3. Musch, Robert N
Summary:
4. After a dragon burns down the kingdom
and captures Prince Ronald, Princess
Elizabeth uses her wits to outsmart the
dragon and rescue the prince.
Publisher/Date:
5. Toronto: Annick Press, 1980
Number of Pages/
Illustrations:
6. 26 pages; illus. by Michael Martchenko
7. When would you find this card helpful?
Book 4/Unit 6
At Home: Have students tell how other cards in the
card catalog have information organized differently.
196
Name
Date
Extend 197
The princess in the story “The Malachite Palace” used her imagination to find a
solution for the problem of the captured bird’s loneliness. By experimenting with
tools she had never used, she found a way to make his cage into a home from
which the bird could come and go as it pleased.
Suppose your school needs a new playground, but it cannot afford to buy
expensive equipment. Think about how you might solve this problem, and
design the playground so that it meets the needs of all the students in your
school. Write about your plan for the new playground and why you think it
will work.
197
At Home: Have students talk about how a problem at
home was solved creatively.
Book 4/Unit 6
Name
Date
Extend 198
Cause and Effect
As you read the story “The Malachite Palace,” you can see that each event has a
cause. What happened is the effect. However, sometimes an effect can cause
something else to happen.
For example,
Cause
The princess heard a “tap, tap,
tap” at her window.
Effect/Cause
She opened her window.
Effect
The bird was captured.
Effect/Cause
The bird flew into the room.
Refer to the story to help you fill in the table with missing causes and effects.
Cause
1.
Effect/Cause
Effect/Cause
The Princess put the cage on the
balcony.
Effect/Cause
Effect/Cause
The Princess sees children
peeking through the fence.
Effect/Cause
Effect/Cause
The Princess opens cage door.
2.
3.
Effect/Cause
The bird stopped singing.
4.
Effect/Cause
The Princess filled the empty cage
with seeds.
Book 4/Unit 6
Effect
5.
At Home: Have students talk about the effects of
one of their actions today.
198
Name
Date
Extend 199
Synonyms are words whose meanings are the same. Antonyms are words
whose meanings are opposite.
Example:
happy/joyful
happy/sad
(synonyms)
(antonyms)
Are the pairs of words below synonyms or antonyms? Write S for synonym
or A for antonym on the line.
1. ignorant/educated
A
2. feeble/weak
S
Write a synonym for each word below:
3. governess
teacher
4. scampered
ran
5. ill-mannered
6. warble
7. longing
desire
Write an antonym for each word below:
8. ornate
common
9. rare
10. brighter
darker
11. rude
Write a paragraph using as many of the synonyms and antonyms as
possible.
199
At Home: Have students find synonyms and antonyms
for five words.
Book 4/Unit 6
12. confidently
Name
Date
Extend 200
We are always making choices. Making choices requires us to make
judgements and decisions about what we want to do. Different people might
make different decisions about the same choice.
Read the problems below. Write the decision you would make in each situation.
Compare your decisions with a partner’s. How are they alike? How are they
different?
1. You have arranged to celebrate your birthday party on the same day as the
art fair at school. Many of your friends are taking part in the fair.
2. You promised your mother you would practice the piano before dinner. You
have just started practicing when your best friend calls and asks you to come
over.
3. You studied hard for a test. A classmate who didn’t study asks you on the day
of the test to help him study very quickly.
4. You really want to join the tennis team at school, but you’re not sure you are a
good enough player.
Book 4/Unit 6
The Toothpaste Millionaire
At Home: Have students tell about how they decide
what books to read or what movies to see.
200
Name
Date
Extend 201
Vocabulary
brilliant
commercials
expensive
gallon
ingredient
successful
Write an advertisement for a new product using as many of the vocabulary
words as you can.
Extend 202
Story Comprehension
What do you think was the most important decision Rufus made in “The
Toothpaste Millionaire”? What caused him to make the decision? What
was the effect of Rufus’ decision? Explain.
201–202
At Home: Have students read their advertisements
aloud.
Book 4/Unit 6
Name
Date
Extend 203
Use an Online Library Catalog
Most libraries have their catalog on a computer. You can choose to search the
catalog by subject, title, or author. Use an author search when you want to find
more works by a specific author.
Study the screens above to answer these questions
1. What is the title of the book found?
2. Where and when was the book published?
3. Where can you find this book?
4. What other information does the screen tell you?
5. What subjects might this book be listed under?
Book 4/Unit 6
At Home: Have students do an author search on an
online catalog.
203
Name
Date
Extend 204
Everyone looks at problems differently. People bring their own values and
experiences with them when they make judgments and decisions.
Suppose that you were Rufus in “The Toothpaste Millionaire.” Choose one
decision in the story that you would make differently. Explain your choice,
and tell why you would do things in a different way. How does your choice
affect the outcome of the story?
204
At Home: Talk about a decision students made today.
How could they have made it differently? What might
have happened differently?
Book 4/Unit 6
Name
Date
Extend 205
In the story “Toothpaste Millionaire,” Rufus had a problem: The bank turned him
down for a loan. What was the solution to Rufus’ problem? He asked an adult to
approach the bank for the loan.
Suppose your class wants to raise money for a class trip. Think of a way to
solve the problem. List the steps in your solution clearly. Try to persuade
your teachers and classmates that your solution will work. Be convincing!
Book 4/Unit 6
At Home: Have students tell how they might solve a
problem they are having at home or at school.
205
Name
Extend 206
Date
Examples:
Brilliant and bright are synonyms.
Downturn and upturn are antonyms.
Write a synonym and antonym for each word below. Then write a paragraph
using the synonyms and antonyms. Draw a picture to illustrate a detail from your
paragraph.
Synonym
Antonym
1. successful
doing well
failing
2. sterilized
clean
dirty
3. portable
moveable
not movable
4. expensive
costly
cheap
5. fantastic
wonderful
ordinary
6. celebrity
star
unknown
Word
206
At Home: Choose three words from a magazine or
newspaper article. Have students name a synonym and
antonym for each.
Book 4/Unit 6
Name
Date
Extend 207
To compare is to look at two or more things and tell how they are they same. To
contrast is to look at two or more things and tell how they are different.
Compare and contrast a horse and a camel. Write three ways the animals are
the same and three ways they are different.
Compare:
1.
2.
3.
Contrast:
1.
2.
3.
Book 4/Unit 6
Whales
At Home: Have students compare and contrast
themselves with other members of the family.
207
Name
Date
Extend 208
Vocabulary
identify
mammals
marine
pods
preserve
related
Suppose you went on a whale-watching trip with your family. Using at least
four of the vocabulary words above, write a diary entry about what you
saw.
Dear Diary,
Extend 209
Story Comprehension
Write a paragraph comparing and contrasting two of the types of whales
mentioned in the story. Look back at “Whales” for help.
208–209
At Home: Have students compare two rooms in the
house or apartment.
Book 4/Unit 6
Whales
Name
Date
Extend 210
Use an Encyclopedia Index
The best way to quickly find a subject in an encyclopedia is to use the
encyclopedia index. This is the last book, or volume, in the set. It lists all the
encyclopedia entries in alphabetical order, and tells you in which volume and on
what pages you will find the information you are looking for.
Think of two topics that interest you. Find your topics in an encyclopedia
index and then answer the questions below.
1. What are your two topics?
2. Where will you find information on your topics in the encyclopedia?
3. What entries did you find for each topic?
4. Which topic has more information in the encyclopedia?
5. List some additional information—charts, graphs, maps, tables, and so on—
that are available for your topics.
6. On which topic would you rather write a report? Explain your choice.
Book 4/Unit 6
Whales
At Home: Have students look up subjects in an
encyclopedia index and tell where they would find the
information in the encyclopedia.
210
Name
Date
Extend 211
Comparing two or more things tells how the things are alike.
Example: Whales and dolphins are both sea creatures.
Contrasting two or more things tells how the things are different.
Example: Whales are mammals, and sharks are fish.
Think about yourself and a friend. How are you alike? How are you
different? Write a paragraph that compares and contrasts the two of you.
Then draw a picture of yourself and your friend.
211
At Home: Have students compare and contrast themselves as they
were at the age of 6 with themselves today.
Book 4/Unit 6
Whales
Name
Date
Extend 212
The Makah live in the state of Washington. This Native American group has been
trying to bring back their ancient tradition of whale hunting. The United States
government has decided to allow Makah people to hunt up to 20 gray whales
over a five year period, however protesters are afraid that this will pave the way
for whale hunting all over the world.
Suppose you were the one who had to decide whether Makah should be
allowed to hunt gray whales or not. Use your judgment. What decision
would you make and why? Be sure to explain your thinking. Be convincing!
Book 4/Unit 6
Whales
At Home: Have students tell about difficult decisions
they have made recently. Why were the decisions
hard to make?
212
Name
Extend 213
Date
Context Clues
words around it. This is called using context clues. Context clues give you hints
about a word or a series of words. These clues are especially important for
subjects, such as marine biology or medicine, that have a specialized vocabulary.
Find the following words in the story “Whales.” Tell which context clues
helped you understand what each word means, and then write your
definition.
Word
Context Clues
Definition
1. blow hole
2. frayed
3. sediment
4. skim
5. filter
6. migration
213
At Home: Read an article about animals. Have students
use context clues to figure out three unfamiliar words.
Book 4/Unit 6
Whales
Name
Date
Extend 214
Cause and Effect
A cause is something that produces an effect, or a result. Work with a partner.
Write down causes. Trade lists with your partner and write down the effects.
Cause
Effect
Example:
I was caught in the rain without a raincoat.
I got soaking wet.
1.
2.
3.
4.
5.
6.
7.
8.
Draw two illustrations, one showing the first cause and the other the last
effect.
Book 4/Unit 6
Saving the Everglades
At Home: Have students come up with different
effects for each of the causes they have written.
214
Name
Extend 215
Date
Vocabulary
compares
importance
instance
lurk
soggy
wildlife
Work with a partner. Each of you choose three words from the vocabulary
list and write down the definitions. Read your definitions to your partner.
Have him or her guess the words.
Extend 216
Story Comprehension
Human interference and pollution are causing the Everglades to disappear.
Write about the causes of the problem. What are the effects of human
behavior on the situation? What decisions are being made in order to solve
the problem?
215–216
At Home: Think about how your family’s behavior
affects the environment. Plan how you might change
your behavior to help the environment.
Book 4/Unit 6
Name
Extend 217
Date
Use the Internet
Using the Internet is a good way to find information about many different topics.
Once you find a home page on a particular subject, you can usually move into
other files by clicking on the topic of your choice.
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Did you know that the alligator is the state
Did you know that the alligator is the Florida
reptile of Florida?
state reptile?
Want to learn more about alligators?
Do you want to learn more about alligators?
Just point and click.
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Alligatorsand
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Cousins •• Habitat
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• •Alligators
FamilyLife
Life • Favorite
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and Tall Tales
An adult alligator can grow to
Tall
Tale:
An adult
12
feet
in length
and alligator
weigh as
can be
feet long
much
asover
550 20
pounds.
Theirand
life
expectancy
is
50
to
60
years.
weigh more than ton–
that's over 2,000 pounds
Use the screens above to answer these questions.
1. What is the name of this website? All About Alligators
2. What would you click to find out about where alligators live? Habitats
3. What would you click to learn more about the feeding habits of an alligator?
4. Is it true or false that alligators can grow to be 12 feet long and weigh
550 pounds? true
5. About how long do alligators live?
6. Which button would you click on the All About Alligator home page, and why?
Book 4/Unit 6
At Home: Have students look up a subject they are
interested in on the Internet and share their
information with family members.
217
Name
Extend 218
Date
Comparing two or more things tells how the things are alike.
Example: Alligators and crocodiles are both reptiles.
Contrasting two or more things tells how the things are different.
Example: Alligators have broader snouts than crocodiles.
Compare and contrast an environmental issue in your community to the
disappearance of the Everglades. Do some research on your topic on the
Internet or in newspapers. How are the issues alike? How are they
different? How are the solutions to your environmental problem and the
problem of the Everglades alike? How are they different? Write your
findings in the appropriate section of the chart below.
Everglades
218
Contrasts
Comparisons
Community Issue
At Home: Have students compare and contrast two
animals that live in their region.
Book 4/Unit 6
Name
Date
Extend 219
Context Clues
Context clues in a sentence can give you hints about the meaning of an
unfamiliar word or a series of words. You can also look at the meaning of an
entire passage to figure out words you don’t know.
Write a sentence for each word below. Provide context clues for the words.
Exchange sentences with a partner. Have them locate the context clues for
each word in your sentences.
canals
dikes
egrets
engineers
swampland
wildlife
1. canals:
2. dikes: The rain came so hard that soon the water overflowed the tall
3. egrets:
4. engineers:
5. swampland:
6. wildlife:
Book 4/Unit 6
At Home: Read an article on an environmental
issue. Have students use context clues to
determine the meanings of unfamiliar words.
219
Name
Date
Extend 220
Are these pairs of words synonyms or antonyms? Write S or A on the line.
A
1. surface/depth
2. threatened/protected
A
3. rescuing/saving
S
Write two synonyms for each word below:
4. soggy
5. dikes
6. stable
Write two antonyms for each word below:
7. native
8. winding
9. flood
10. broader
Write a poem using as many of the synonyms as possible.
220
At Home: Have students replace words in a magazine
article with synonyms and antonyms.
Book 4/Unit 6
Name
Date
Extend 221
Vocabulary Review
Play a matching game with the vocabulary words below and their definitions.
Make a copy of this page. Cut out each word box. Then write its definition on
a separate index card or strip of paper. Turn the cards or paper face down,
and scramble. Arrange in four rows of four cards. Turn over two cards at a
time. Try to match each word with its definition. Keep any matches you make.
extraordinary
feeble
marine
portable
organizations
resembled
scampered
instance
Book 4/Unit 6
At Home: Have students use each vocabulary word
in a sentence.
221
Name
Extend 222
Date
Vocabulary Review
Choose 10 words. Scramble the letters for each word, and write the
scrambled words on a separate sheet of paper. Exchange scrambled
words with a partner.
brilliant
identify
pods
successful
circulated
ingredient
soggy
teammate
compares
lurk
sterilized
toothpaste
cultured
mingled
stockholder
wildlife
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
gallon
opponents
Use each word in a sentence on the lines below.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
222
At Home: Have students choose three vocabulary
words to use in a paragraph.
Book 4/Unit 6

Extend - Elida Local Schools

Transcription

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